A few days ago, I finally got to see Hidden Figures at the theater, and I loved it. Here’s what I wrote on Facebook:
Before you read further, I encourage you to first read what this film meant to Refranz Daviz, an amazing educator, teacher of color, and leader of the EduColor Movement: Why Seeing Hidden Figures is Important.
Now that you’ve read Rafranz’s take as a teacher of color, I’ll share my perspective as a white, male science teacher, whose experience in science and life, in general, has been a very privileged one. In this post, I’d like to think about the lessons I learned from this film and think about how I can share those lessons with my students.
Warning: there are a few spoilers ahead.
- The enormity of obstacles, even when they are just bathrooms: separate but equal never is. As a child, I remember learning about “separate but equal” and seeing signs for a “colored” water fountain next to one for “whites only.” I knew this was wrong, but many of the images I remember seeing showed facilities that did look nearly “equal”
Back then, I had a hard time understanding how this seemingly small difference could be a major spark of the Civil Rights Movement. But separate is never equal, and this film teaches that lesson in powerful ways. When Dorthy Vaughn goes to the public library to find a book on FORTRAN, she has to steal it from the Whites-only section of the Library. When Katherine Goble asks about the location of the bathroom after she has been reassigned to the all-white Space Task Force and figures out she has to walk half a mile to the colored restroom back in her old workplace. Watching her have to run this distance, in heels, in the rain, carrying stacks of calculations to check over, only to rush back to her desk to keep working, only to get yelled at by her boss. These examples make it clear that something as simple as the placement of a library book or bathroom can be a tremendous obstacle for advancement—when you have to spend half an hour trudging to the bathroom multiple times a day, you are going to have less time to work than the white male engineer across from you who just has to walk outside the office to find a bathroom.
- The pervasive subtlety of systematic racism and sexism: What was most interesting to me was that despite all the moments of visible and invisible racism that the heroines faced in this movie, and deep impacts these events had on them, most of the white characters were completely unaware of the unequal society around them. The bathrooms for the white scientists were right around the corner. I learned from reading the book that NASA even provided on-campus dormitory housing for female employees—whites only, of course. When you get on the bus, there’s a seat waiting for you in the front, and your section of the library is stocked with every book you could want, including those that would allow you to advance your career. All of this creates an atmosphere that allows the white scientists (and the entire white community of Hampden) to live a life blithely unaware of all the intricate and mostly hidden ways society is structured to maintain their status and deprive blacks of the opportunity to gain equal status.
- The incredible amounts of grace and restraint that Black Americans must display at every moment in order to simply exist in a white world: The movie is filled with moments where one of the protagonists endure a veiled insult or indignity from a white colleague, and must simply brush it off, to not cause a scene which would only draw a negative reprisal. The most powerful of these moments comes in the opening scene of the movie, which is in the trailer, and features the three lead characters trying to fix a broken-down car on the side of the road when a Virginia State trooper approaches. In this movie, there’s a great moment of comic tension where the officer says something like “NASA, I didn’t know they hired …” and Dorthy Vaughan quickly interjects “Women,” and manages to cajole the officer into providing the women a police escort to work. But throughout this scene, all I could think of was Sandra Bland, and how simply asking why she was pulled over set off a confrontation with the officer that resulted in her arrest and death in a Texas jail cell.
- The many ways to be part of a movement: The movie also does a good job of depicting the many different ways in which blacks participated in the civil rights movements. Not everyone marched in protests; some, like Mary Jackson, petitioned the county to allow her to take advanced science courses at the all-white high school in town and went on to be the first black female engineer at NASA. The movie does a great job showing that it takes a spectrum of efforts to bring about change in society.
- The power of privilege: There were many moments in the film where the privilege of the white characters in the film was overwhelming. Some, like the supervisor of the white computers, played by Kristin Dunst, go nearly the entire film unaware of their privilege and even overt acts of racism. The movie also sets some characters up with the opportunity to use their privilege for change; the director of the Space Task Force, played by Kevin Costner. After he yells at Kathrine Golble Johnson for her long bathroom breaks and then discovers her reasons, he rages as the “Colored Restroom” sign with a crowbar, desegregating bathrooms on the campus with the line, “We all pee the same color here.” The film makes it clear that it often takes someone with privilege to tear down the system of privilege.Often that person doesn’t even have virtuous motives like equality and justice. Sometimes, like this case, the boss just wants his employee to be able to spend more time behind her desk. For more on this, I found this article illuminating:
When the women of ‘Hidden Figures’ needed The Man.
- A great picture of the early days of electro-mechanical computing, with some guidance for today: One of my favorite story lines is the work to install an “IBM” to take over many of the calculating duties from the human “computers”. The early history of computing seems to be on full display complete with punch-cards, oscilloscopes, racks of machines, green and white line paper for printers, and jokes about not being able to fit the equipment through the door. Here’s a machine that does 24,000 calculations per second and will likely make all human computers obsolete. But Dorothy Vaughn sees opportunity here; she realizes that we will always need people to program the computers, and so she grabs a copy of a book on FORTRAN (cleverly subtitled as the “language of the future”) and proceeds to teach her entire department the fundamentals of programming so that they are ready to jump right in and help when the opportunity presents itself. It seems to me that this is exactly the lesson we need in today’s world where robots and machines capable of performing legal discovery or reading x-rays makes us fear for the future of even highly skilled jobs like lawyers and radiologists.
- Math in the movie: I mostly loved how math was portrayed in the movie, starting in the very first scenes where the young Katherine was sitting in the hallway and naming and mentally manipulating all the shapes she saw in a stained glass window, followed by a scene where she was asked to solve an algebra problem involving the product of two quadratics. Her explanation of her solution was thoughtful, clear and sounded just like a promising young mathematician should.Later in the film, there were a number of great discussions centered around mathematical problems. Katherine Johnson also talked about needing to “invent new mathematics”, which was a wonderful thing to hear in the middle of a scene. They talked about the “ancient” Euler’s method as a possible solution, and Katherine went back to her office and grabbed an old textbook to study it further, just as I would expect any good mathematician to do. The movie also made it clear that mathematics was about hard work and collaboration, not insights of genius.One of thing I really appreciated is how accepting friends and family seemed to be of the main characters’ love of mathematics, and didn’t paint them as freakishly abnormal because they understood mathematics and found enjoyment in it. The movie didn’t try to overplay up any sort of “nerd” angle for any of the characters, nor did it go all “A Beautiful Mind” with the math sequences where animated equations and mathematics were flying through the sky.
This was a great film. I think it’s a must see for every science teacher, and then I think our challenge is to figure out why these incredible women and their contributions to science were left out of our educations. We can also bring their stories back for our students. I think this is a film that can inspire children of any age, and I plan to show it to my 6-year-old daughter. This film also invites its audience to dig deeper and learn more about this history, and I think this provides a unique opportunity for science teachers. What if we were the ones who created a teaching guide and lesson plans that helped students to understand the history of human computers, how one goes about calculating the trajectory of a rocket launch, the changing demographics of NASA, and the challenges underrepresented minorities still face in the sciences today?
Lastly, and most importantly, I personally want to approach this work with a great deal of humility and a strong desire to help, not lead. This is not my story to tell, and I know there are many other women of color out there who are more than capable of leading the way on this. Here are a few I’ve found who are worth following:
Jedidah Isler is an astrophysicist, and she’s been tweeting about the film:
Jeanette Epps is a current NASA Astronaut:
Here’s a great discussion on periscope from Film Critic Rebecca Theodore about black women geniuses:
My school, St. Andrew’s School in Delaware, is looking for a full time physics teacher for 2017-18. St. Andrew’s is an outstanding coeducational 100% boarding school with excellent facilities, situated on 2500 acres of farmland, 1 hour from Philadelphia.
Here are a few other tidbits about this job and my school:
- The culture of the school is unique, and really must be experienced to be believed. 310 students and 80 faculty living and working together to find deep joy in learning, working to make the world a better place, and to create a compassionate, caring community that rejects the culture of pettiness and cynicism that can often infect the traditional high school.
- The school draws students from all over the world and is 100% need blind in its admissions. Nearly half of the student body receives financial aid, and the average grant is $42,000 (this is almost unheard of in the independent school world).
- The school is led by a visionary headmaster, Tad Roach. To get a sense of what an incredible educational leader he is, I encourage you to read a few of his chapel talks.
- The faculty are incredible. They are experts in their fields, deeply committed to the craft of teaching, collegiality and continuous improvement. I credit many of them with helping me to rekindle my interest in the humanities as a young teacher.
- You’ll have a lot of autonomy. One of the luxuries of teaching in private school, and our school in particular, is that you are given a large amount of control over what and how you teach, yet at the same time, you’ll have a tremendous network of colleagues with with to share ideas and gain feedback.
- You’ll have a great opportunity to shape the future of the science curriculum at our school. We use a modified version of the modeling curriculum in physics and chemistry, along with standards based grading, and very open to your ideas for how we can continue to experiment and improve science education for our students. You’ll be part of a vibrant and very collaborative department—we’re doing some very interesting work to create a longitudinal study of a subset of our students to help us define, measure and collect evidence of the skills we are trying to teach. We also have an amazing department chair.
- You’ll even have a chance to help shape the future of our building, as we are in the early stages of planning for a major renovation of the science building.
- Classes are very small, usually around 12 students, and a typical load is 3 or 4 sections.
- You’ll have tremendous resources to support you in your teaching. The physics department has a special endowment to bring leading scientists to campus to deliver a lecture and speak to classes (past speakers have included Brian Green, Bill Phillips, Janna Levin, Jill Tarter, Stephon Alexander, Sean Carroll , and last year, Chanda Prescod-Weinstein. We also have resources to bring teaching experts to campus to observe classes and offer coaching, like Rhett Allain, Eugenia Etkina, and Andy Rundquist this year. Every summer, we run Physics Teacher Camp, bringing a group of physics teachers together to work intensively to discuss pedagogy and develop our curriculum. We have the resources to provide for almost any professional development opportunity you can imagine.
- As a small school, we’re also very flexible. If you have interest in teaching another subject, this can likely be accommodated in the future. In my time here, I’ve taught multiple levels of physics, computer science, mathematics and worked as a college counselor. And I’ve seen colleagues who started in careers as classroom teachers grow into positions as department chairs, deans and even go on to become heads of other schools.
In short, the community is truly inspiring. If you’ve never considered boarding school teaching, you’ll be amazed by the connections you can form with students and the things they can accomplish when you encourage their interests outside the school day. This year, I’ve worked with a group of students to organize an Oxfam Hunger Banquet, am working with a young woman to design and paint a 10×10 mural in our science building to celebrate the beauty creativity and diversity of math and science, and am working with another student to create a campaign to change the culture of sleep at the school so that we set getting 8 hours or more hours of sleep each night as our most important priority.
This is a school that will help you to grow and discover new interests and talents, and build amazing connections with colleagues and students. You will often be amazed that you get paid to do be a part of this community.
Here’s the link to the job description. Please feel free to ask questions (confidentially) in the comments, and I’ll try to answer them or connect you with those who can.
Wow. It’s taken me almost 4 years to write 100 more posts on this blog. My previous milestones were:
I think this is what one calls a “slowdown in output.” Blogging seems to have changed since those heady days when I somehow found myself writing 100 posts in one summer, and my life has changed even more as Maddie has grown, and we had our second daughter, Ada, back in 2015. These old posts remind me of happier, more innocent times, not unlike this photo from Tuesday afternoon, when my 6 year old had just pressed the button to vote for the first “girl President”, in her words.
I see so much hope and optimism in the faces in this photo. I’m going to do my best in the weeks and months ahead to make sure we can all get back to that feeling. We’ve all got work to do.
Our school has one of those amazing multifunction copiers that will scan to email. For the past few years, I’ve gotten in the habit of pulling the staples out of my assessments, and feeding the giant stack to the copier to create a big PDF. This has been great for keeping an archive of student work, but it’s also fairly cumbersome—to find an individual student’s work, I need to search the entire PDF.
I’ve often wished I could automatically split that one large PDF into a set of smaller PDFs, one for each student. And while I’m at it, it would be great if I could share that PDF with the student so that she could also see have an electronic archive of all her assessments.
With Google drive, this should be easy. I can use gClassFolder to build a folder system for my classes that includes one folder for each student that is shared between me and that student.
After some experimenting with Python and the pyPdf library, I’ve gotten pretty close to a solution, so I’m sharing it here with the hopes that you’ll be able to improve it further. I still need to add some code to have this program move the files into individual folders. I’ve also got a bit of code in this program that will email the PDF to each student.
So I’m posting this code on github with the hopes that you might find it useful, and think of ways in which I can further improve it. This code is very rough, and not well commented. It also requires that you install pyPdf, by typing this on the command line:
pip install pyPdf
PDFspliter python project
To run, this program requires a csv file titled “students.csv” that lists the students in the PDF in order, and the page number where the students’ individual PDF begins. The link will take you to a Google doc template that you can download.
Earlier this month, I saw this tweet from Andy Rundquist:
The paper Andy links, “Attending to lifelong Learning skills through guided reflection in a physics class“, by Dimitri Dounas-Frazer and Danile Reinholtz is well worth reading. In it, Dounas-Frazer and Reinholtz describe how they have developed a weekly survey that students in their intro physics classes UC Boulder complete that helps students to developing an ability to regulate their own learning, by asking them to specifically identify a experience from the previous week they wish to improve on, a goal for improvement, and a plan for reaching that goal.
In the paper, they talk about how the Guided Reflection From they developed was inspired by the work of the Compass Project at UC Berkeley, “an organization whose mission is to improve equity in the UC Berkeley Physics department through sociocultural support and other strategies.” In my reading, I got very intrigued by this organization and found myself spending a lot of digging through their website to learn more about it. One of the most interesting things I came across was this Self Evaluation Rubric, which helped to inform the Guided Reflection form developed at UC Boulder.
All of this got me very excited to learn more about the actual Guided Reflection Form that Donuas-Frazer and Reinholtz use in their classes, so I reached out directly to them and they were kind enough to share both a PDF of the form, and the actual form as a Google document.
I love how detailed both the rubric and guided reflection form are; they make explicit so many of the skills and habits that are essential to success in both physics class and life in general, and they clearly explains the importance of each of these skills. I would love to have my students do this every week as part of the routine of our class, and I think not only would this lead to tremendous improvement in my students ability to self reflect, and hopefully, their success in their course, but I also think I would find great benefit in reading these reflections and being able to see my students’ growth. Finally, these reflections would be a tremendous boon when it comes time to write comments and recommendations for these students.
All of this gets me thinking about how I might use this form in my own class, and thinking about one possible tweak related to an observation that the authors made that “rarely incorporated instructor feedback into their action plans, at least explicitly.”
I wonder if it might help to recast this form as a letter. Could I set up scripts in the Google form (or some other platform) so that when a student completes the form, and presses submit, it generates an email that gets sent to both me and the student. The email is styled so that it includes all of the input the student entered into the form, but it is in the form of an actual letter to me, their teacher. Then when I respond, I would be responding to a letter, and students would have a copy of the information they shared and the plans they described in the guided reflection form. Might this generate a more conversational approach that would enhance their ability to self reflect and follow through on their plans?
Both of the authors are very interested in hearing from anyone who is interested in using guided reflection and these tools in their classes, and they will be speaking more about their work at an upcoming meeting of the Global Physics Department on April 15.