Working Toward Equity and Empowerment in the Physics Classroom

Women and people of color are dramatically underrepresented in physics and astronomy, and other minoritized groups also face difficulties within these fields. The demographics and the lived experiences of students in the Physics and Astronomy Department at Pomona College, a small, predominantly White institution in California, reflect these national inequities. Through a climate survey and student interviews, this study investigates what factors might have influenced the current department climate and what measures can be taken to build a more empowering environment for students. Further, this study investigates the effects of an anti-bias, pro-equity curriculum integrated into a sophomore level Modern Physics course. Through the use of surveys and pre and post interviews, this study assesses the effects of this curriculum on majority and minority students. Preliminary results suggest that the experiences of majority and minority students vary dramatically, with one student stating that “it feels like two different departments,” and the burden is often on the student to initiate both personal and larger-scale change. This study suggests that department and faculty initiated efforts to create community helps the department retain students, especially underrepresented students.