DEPARTMENT OF PHYSICS, OREGON STATE UNIVERSITY
Physicists and people in related "hard science" disciplines like engineering and materials science are overwhelmingly men, and, in the west, white men. Actual numbers are difficult, but it is not unreasonable to estimate that women make up 10-15% of physicists, and that people of color make up an even smaller percentage. This makes issues of minority and gender particularly important to us as educators. The evidence suggests that women and minorities are not inherently "physics-challenged", so how do our actions as educators influence the climate for those who do not make up the majority, and how can we make physics more accessible and welcoming to them?
These issues are discussed in the TA seminar, and here are some general, common-sense observations.
Even the most well-intentioned among us can say offensive things or act insensitively without knowing it. Addressing potential pitfalls in the physics context is important to all graduate students, especially teaching assistants.
Professional courtesy demands politeness and respect under all circumstances. Remember that your interactions with students are not social interactions, but professional ones. Think before you say something, and ask yourself how you would react to the same words under similar circumstances.
Stereotyping of many types is common in our society - racial; gender; professional. Recognize and avoid hurtful stereotyping, even in jest. Consider situations in which you might be in the minority and assumed to be inferior.
Avoid the elitist "physicists are smarter/better" mindset.
Inside jokes can reinforce prejudices (physicist/engineer;
etc). There's a place for poking
fun at ourselves and even at others, but it is seldom in the classroom.
One common stereotype is that women and minorities are inherently worse at physics may lead to patronizing behavior (are you, as a male or female TA, preferentially helping the women students?), singling out people (do you ask the one black person in the room all the questions?).
Sometimes women tend to take on the "secretary" role in a lab partnership, while men tend to "drive the machinery". It also happens in male/male partnerships. You should encourage these roles to be reversed if you see this happening. Your task is to ensure equal opportunity for everyone, and to ensure that everyone learns the necessary skills.
Try to ensure that the lone person in the class or lab is connected to a group. Most people benefit from peer interaction. Your first attempt may not work. Keep trying.