https://www.newsweek.com/whiteness-physics-latest-front-woke-wars-opinion-1696124
Science education is no stranger to America’s culture wars, but traditionally the battle involved right-wingers attacking biology textbooks. Fields like physics—which I teach—largely escaped this fate, probably thanks to being less directly connected to matters of evolution, sex or the origin of life. Nonetheless, education in any field is a social activity; physics instruction cannot forever stay aloof from social controversies. Thus the reported excesses of K-12 education—including claims that right answers or acronyms are white supremacy—now seep into college-level science education.
The latest salvo on the science front involves an article titled “Observing whiteness in introductory physics: A case study.” Physics professor Amy Robertson and her collaborator Tali Hairston use critical whiteness studies (CWS) and critical race theory (CRT) to interpret a case study of three students working on a mundane physics problem. The article has—unsurprisingly—drawn harsh criticism online.
However, the high-profile publication venue (one of the most prestigious education journals in the physics community) and the public resources underwriting the work (a $495,847 grant from the National Science Foundation) indicate that the intrusion of CRT into physics has become mainstream. Those who value rigorous science and rational analysis cannot afford to merely mock this work. We must instead shine light on it, demonstrate how stifling and unproductive CRT and CWS can be when applied to science classrooms, and highlight missed opportunities for insight.
Robertson and Hairston recorded and analyzed a six-and-a-half minute video of three students (identified as Hispanic, Middle Eastern and white) working on a problem involving heat, energy and temperature change, with occasional input from an instructor (identified as biracial). The students were asked to solve the problem using a particular technique that the instructor had previously outlined for them. Robertson and Hairston also conducted follow-up interviews with the instructor and two students.