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Breaking down barriers

Physics World March 2021

Physics World

 
Comment: Feedback Physics World  March 2021

Breaking down barriers

In response to the careers article “On the road less travelled” (December 2020), in which Tamia Williams from Pace University in New York discusses her experiences as a Black physicist.

 

Williams describes some of the difficulties that Black people experience getting into – and then succeeding in – physics. In particular, she says that “the culture, vernacular and coursework of physics disregard the vocabulary and syntax used throughout the Black community”.

It is in all our interests to promote physics as widely as possible, and to remove barriers that deter people or hold them back. We need to address issues like this, but to do so we need to understand them. Think about the “language” of physics, which is by nature different from the language of everyday life. We know popular misunderstanding of scientific principles is widespread, in part because everyday language is imprecise and ambiguous. But where everyday language in the Black community differs from the language of the majority (for want of a better expression), there’s a greater gulf to bridge.

So how can we make our scientific language and culture more inclusive? What do we need to change in, say, our coursework or curricula? People like me (old, white, male) need help to see the problem from the perspective of those who suffer from this problem; we need help to identify how to change our behaviour and to find better ways of communicating.

Physics World should expand on this theme in future issues. Examples – both good and bad – always help. After all, it’s surprising how much ingrained behaviour can be shown up by reference to real-life illustrations. And we could look for successful “cultural changes” to inspire us. Working in automotive engineering, I’ve seen a sustained approach to inclusivity that has brought great benefits to the work environment.

Let’s be part of the solution, not part of the problem.

Julian Philpot

Macclesfield, UK

mizunooto@pm.me

Tamia Williams replies:

As a child, I loved science. It gave me the ability to explore, connect and make sense of the natural world around me. Science was approachable because it lived in my head without biases. This feeling stayed with me until I was an undergraduate pursuing higher level physics. Then the curriculum and coursework reached a point where I felt inadequate learning the subject. Luckily, I had professors who seemed to understand the barriers that come with learning the subject and provided spaces for me to feel welcomed regardless of those barriers.

Some professors, for example, offered extended office hours or weekly or biweekly one-on-one meetings with me, and they always sent me potential research opportunities aligned with my interests. I am aware that these methods might not be as conducive at a larger institution, but there are still other ways to engage with your students, such as sending out a get-to-know-you survey or a five-minute “mood meter” check-in before the start of a new lesson. I believe any activity that shows that you have a bit of humanity can go a long way for our Black students and students of colour.

There is no magic formula for making physics and its language more inclusive. We can, however, look to become more culturally responsive in our teaching, coursework or curricula – whether by acknowledging our biases, creating deeper academic relationships with Black students or students of colour, or connecting content to relevant examples that reflect those students’ lives.

One great place to start is Zarretta Hammond’s 2015 book Culturally Responsive Teaching and the Brain, which looks at how to engage with students from culturally and linguistically diverse backgrounds and can provide a better understanding of inclusivity in the classroom. Although it is aimed at school pupils, the book can also be used as a resource in higher education.

Last year, I made a YouTube video explaining the theory of elasticity using my hair as an example, showing how this concept was an extension of myself and those who might look like me. So rather than starting the conversation with physics, I began by talking about something (hair) that everyone can relate to – whether you have hair of my texture or not.

I don’t expect all of physics to be made quite so approachable as it is a very complex subject that takes time to understand fully. But I do hope that the physics community will make the effort to bring us closer to equity and inclusivity.