A Study of How Inequities Emerge in Interaction in Undergraduate Physics and Engineering Education Spaces

dc.contributor.advisorElby, Andrewen_US
dc.contributor.advisorTurpen, Chandraen_US
dc.contributor.authorSabo, Hannah Christineen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2021-07-07T05:35:19Z
dc.date.available2021-07-07T05:35:19Z
dc.date.issued2020en_US
dc.description.abstractMy research uses interaction analysis to investigate two STEM education spaces and discuss how instructors can and should notice and address unproductive group dynamics, particularly in the service of creating more humane learning environments. The primary goal of this work is to investigate how inequities emerge and continue as interactions in STEM spaces unfold. In the first chapter, I describe how my own experiences of marginalization in physics classrooms and my position as a learning assistant led me to pursue physics education research. The second chapter discusses my researcher positionality and how interaction analysis techniques address my research questions and sheds new light into my research areas. The first body chapter focuses on how tutorials may contribute to inequitable group dynamics. Even though we do not traditionally think of tutorial writers as instructors, they can spot harmful groupdynamics emerging in pilot testing of the tutorial and they should modify the tutorial accordingly. In the fourth body chapter, engineering Learning Assistants, undergraduate teaching assistants, address harmful group dynamics emerging in freshman-level engineering design teams. Role-plays in the LA pedagogy seminar make visible some of the harmful ideologies that constrain LAs diagnoses and proposed treatment of teamwork troubles, creating space for the LAs to discuss and challenge those harmful ideologies. I conclude by discussing insights which cut across both research spaces, including how equity is conceptualized and learning environment design.en_US
dc.identifierhttps://doi.org/10.13016/ah3v-o9vu
dc.identifier.urihttp://hdl.handle.net/1903/27234
dc.language.isoenen_US
dc.subject.pqcontrolledScience educationen_US
dc.subject.pquncontrolledEducationen_US
dc.subject.pquncontrolledHigher educationen_US
dc.subject.pquncontrolledScience educationen_US
dc.titleA Study of How Inequities Emerge in Interaction in Undergraduate Physics and Engineering Education Spacesen_US
dc.typeDissertationen_US

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