Leveraging Equity and Inclusion to Demystify and Diversify Undergraduate Quantum Science Education
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Mhlambululi Mafu
[1]
;
Farai Mazhandu
[2]
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[1] Case Western Reserve University
Case Western Reserve University
City of Cleveland, Estados Unidos
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[2] Oklahoma School of Science and Mathematics, Oklahoma
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- Localización: The Physics Teacher, ISSN 0031-921X, Vol. 63, Nº. 2, 2025, págs. 90-94
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This image signals that this contribution is a featured part of the special collection on “Quantum Science and Technology in the Introductory Physics Classroom.” Quantum science and technology has gained significant importance in recent years due to its increasing potential to provide new possibilities and advanced applications in various technological fields. This growing importance has made it essential for most K–12 schools and higher education institutions to include quantum science in their curricula. Despite unprecedented progress in revolutionizing various fields, quantum science remains relatively exclusive and inaccessible to underrepresented minority groups—Blacks or African Americans, Hispanics or Latinos, and American Indians or Alaska Natives.1 This is due to various inherent systematic social, economic, and power structures in most regions. Moreover, due to its conceptual complexity and abstract mathematical nature, quantum science presents a unique set of challenges for undergraduate science education.
