While reading a recent edition of the Gazette (https://t.co/swkv7bYAMz), which is published by APS, three quotations resonated with me.
"If our field [physics] is to attract the best minds and retain the best minds, then we must create environments that individuals with the best minds want to join and continue to support" (Cochran & Scarlett, 2018).
"We are here for the love of the field, but often the field does not love us back... We need to stop thinking that STEM lives in isolation... Our ignorance, or lack of interest, in social construction is no longer an excuse." (Ximena, 2018)
"The goal of creating diversity and inclusion in the field of physics will not be accomplished
by only increasing numbers of individuals from different social and cultural backgrounds or marginalized groups. Inclusiveness is generated by welcoming and providing a safe place to allow uncomfortable discussions that challenge the existing state of affairs" (Adenola, 2018).
Taken together, these works eloquently align with my thinking on these issues. Reading these scholars' work prompted me to put some of my beliefs in writing. They are:
0) The under-representation of non-dominant groups in physics is a massive problem (obviously).
1) The lack of people from particular backgrounds in physics is not the fault of individuals, but rather points to pervasive problems with the culture of physics itself.
2) Adding more folks who identify with under-represented groups to physics is unlikely to do any good, as the problem is with the culture which is (re)produced & (re)created by the dominant bloc within physics: White, heterosexual, able-bodied, middle class men (full disclosure- I fit this description of an insider).
3) The best way we have so far identified to create changes in classroom cultures of physics is to have explicit conversations about under-representation with students. I believe that such conversations help to both produce new cultures of physics which are more inclusive and equitable, and also helps students reimagine "who" is capable of doing physics.
4) Insiders such as myself need to lead the charge to change physics. Not because we know the first thing about how people who identify with non-dominant groups experience physics (we don't know jack), but because it's our culture that is the problem.
These beliefs have led me to the under-representation curriculum, which I am honored to be a part of. We're a group of folks working to create and distribute a modular curriculum that teachers can use to facilitate the sorts of conversations about under-representation described above. Check it out at: http://underrep.com/ or follow #UnderRepSyllabus on twitter.
More to come- stay tuned!
