将公平差距归因于入门物理课程的结构
Attributing equity gaps to course structure in introductory physics
AI总结：
研究通过调整两门入门物理课的教学与考试结构，在不改变内容的情况下消除了种族/族裔和性别成绩差距，证明差距源于课程结构而非学生准备。
摘要：
我们为越来越多的文献作出补充，这些文献表明，人口统计层面的成绩差距应归因于课程本身内嵌的偏见。研究对两门不同的入门物理课进行了结构调整，同时保持所涵盖主题及覆盖深度不变。首先，在一门先学习概念性问题、再进行任何复杂计算的课程中，来自代表性不足的种族/族裔群体的学生与其同伴在期末考试成绩上的差距为零。其次，有四个班级在学期内每两周一次的常规考试之间，每周为学生提供一次重考机会，这些班级的课程成绩不存在性别差距。我们的分析表明，人口统计成绩差距可归因于课程结构（Course Deficit Model，课程缺陷模型），而非学生的准备情况（Student Deficit Model，学生缺陷模型）。
英文摘要：
We add to a growing literature suggesting that demographic grade gaps should be attributed to biases embedded in the courses themselves. Changes in the structure of two different introductory physics classes were made while leaving the topics covered and the level of coverage unchanged. First, a class where conceptual issues were studied before doing any complicated calculations had zero final exam grade gap between students from underrepresented racial/ethnic groups and their peers. Next, four classes that offered students a retake exam each week between the regular bi-weekly exams during the term had zero gender gap in course grades. Our analysis indicates that demographic grade gaps can be attributed to the course structure (a Course Deficit Model) rather than to student preparation (a Student Deficit Model).
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
