Diversity in physics

TitleDiversity in physics
Publication TypeJournal Article
Year of Publication2006
AuthorsMalcom SM
JournalPhysics Today
Volume59
Pagination44-47
Date PublishedJune 2006
KeywordsAcademic preparation, African American, CAREER, Diversity Institute Literature Review, Latino, Minorities, Physics, Recruitment, Retention, Women
SummaryMalcom discusses the low percentage of Underrepresented Minorities (women, African Americans, Hispanics and American Indians) entering and earning degrees in physics. The author looks at the trends, starting with elementary school, which may be affecting the decision-making process of minorities. She then presents some possible ways to promote physics to prospective students.
Extended SummaryIn 2004, women received 15.5% of the total physics doctorates for that year, and both African Americans and Hispanics only received 1% (13) doctorates that year. Only a single doctorate was awarded to an American Indian the same year. Malcom points out the small number of ethnic Underrepresented Minorities (URMs) entering the physics field with intent to earn either a degree or a doctorate. She shows evidence from authors Gopnik, Meltzoff, and Kuhl that it is an innate human ability to reason and observe physics-related actions from a young age. Malcom then questions how the education and career advice students receive throughout their primary schooling reduce this natural ability and interest. She then goes on to present several ways to encourage students to pursue a career in physics, including the most basic: confidence, encouragement, and tangible proof of minorities' success in science-related careers post-graduation.
RecommendationsMalcom gives several suggestions of ways to improve the educational system to promote diversity within physics. Some implementations are meant to begin at the earliest grade levels:-Education and professional development so that those who teach physics are confident and comfortable teaching physics concepts.-High-quality, hands-on, inquiry-based science for the primary grades.-Development and dissemination of high-quality, research-based curricula for the middle grades.-Experimentation with curriculum and instructional models, including such strategies as "physics first," to increase the number and diversity of students taking physics in high school.The author also gives recommendations for schools with a significant number of URM students.-Recruitment of female and URM students at all levels to take physics classes and to engage in informal physics experiences such as those offered in science and technology centers, after-school programs, and camps.-Support of physics programs in institutions that serve URMs.-Increased recruitment of bachelor's-level minority students for summer internships and research opportunities.-Transfer of effective models from high-production to low-production institutions.-Exploration of the efficacy of mentoring or a community of colleagues to improve the retention of minorities, including women, in graduate school.-Understanding of the departmental climate as a factor in increasing student diversity.-Awards and recognition for individuals and departments that effectively mentor URMs.-Support, through professional organizations, for the professional development of women, URMs, and persons with disabilities, as well as for those who teach and advise them.-Equal opportunities for employment and advancement.-Focused attention on the needs of female URMs in physics at all levels.