Restructuring Classes Can Level the Playing Field

Abstract

W hen it comes to addressing diversity in physics, a common refrain from those against change is that inclusion lowers standards [1, 2]. Believers of this dictum think that efforts aimed at increasing the number of underrepresented students studying physics—and keeping them in the field—requires putting in place accommodations that will diminish excellence in the field. Results from a new study that looks at sources of demographic grade gaps in undergraduate classes show the opposite: leveling the playing field does not require lowering standards [3]. The study finds that relatively simple adjustments to the structure of a course—not its content—can remove grade gaps between white male students and those frommarginalized groups. The researchers behind the study hope that the findings will motivate educators and institutions to reflect on their teaching methods and implement changes that will make the physics classroommore equitable.