by Quantum information science uses the physics that describes the smallest particles – such as electrons or photons – to revolutionize computing and related technologies. This new field can be used for a wide range of applications, from developing new devices to data encryption.
As the potential applications of quantum information science become closer to reality, quantum information science courses in university and high school classrooms are rapidly increasing.
We are a group of physics education researchers who study student performance in physics and how quantum information science is taught and learned.
Currently, we are looking at quantum information science education. One question we are asking: Who has access to quantum information science education? And related: How would this affect the people who participate in the field?
Schools across the country are developing new courses designed to introduce students to the basics of quantum information science from high school to graduate level. For example, the Center for Quantum Systems through Entangled Science and Engineering in Colorado. However, it is not known whether these new programs are as accessible to everyone.
Inequalities in higher education
It is well known that not everyone has the privilege of going to college or university, due to inequities in access to resources such as well-funded education at the K-12 level, financial support and people in their lives who can help them navigate. this complex process. These disparities are even greater for science fields where mentoring and preparation gaps can discourage students from pursuing science careers and push out disadvantaged students who try.
For example, introductory physics is required for most science majors in college and is known to be challenging, fast paced and requires a fair amount of math. These classes may feel overwhelming for students with less math preparation in high school or who are first-generation college students and may not have anyone to turn to for help.
In the emerging field of quantum information science education, however, scientists and educators have a unique opportunity to address equity from the ground up. If education in this area can reach all students, there is an opportunity to address some of the systemic inequities currently affecting our education systems.
Quantum information science education across the country
We investigated whether students from all backgrounds in the US have equal access to quantum information science education. To do this, we collected information on the distribution of quantum information course work at 456 institutions of higher learning from the fall of 2022.
Our goal was to identify whether institution type, funding sources and geographic location were linked to how likely that institution was to offer courses in quantum information science. We found that these courses were more likely to be found at large private universities with a significant research focus and located in metropolitan states – for example, Colorado. Generally, these large research-oriented universities are expensive enough to attend in a four-year degree program that is often necessary for quantum research or development.
In addition, attending an urban school requires rural students to leave their homes, travel long distances and experience significant increases in the cost of living. Together, this suggests that current quantum information science courses and programs are less likely to reach low-income and rural students.
One might believe that it is natural to find these cutting-edge courses in large, wealthy institutions before they are offered by smaller institutions and those with fewer resources. As long as these programs are only accessible to selected students, however, there is a risk of continuing a system where the benefits of a science degree – such as access to a secure and well-paid job market – are not distributed. evenly across. social and economic groups.
Furthermore, while new technologies have many benefits, they often create unexpected harms. Without the participation of people from all backgrounds, such prejudice may affect some groups more than others.
Recommendations for equitable quantum education
We hope that our study will encourage policy makers, educators and researchers to assess the accessibility of their quantum information science efforts.
Based on our findings, we recommend targeted investments toward building quantum information science education and research programs at mostly undergraduate and rural institutions. Such efforts can build on the success of existing programs that focus on quantum education at minority-serving institutions, such as IBM’s Quantum Center for Black Colleges and Universities.
Investing in rural education could be a great opportunity that could create bipartisan support.
We also call on the National Center for Education Statistics and similar organizations to collect and publish more comprehensive data on student enrollment in degree and certificate programs in quantum information science. This will give policy makers the information they need to ensure that the benefits of quantum information science are shared across the country.
This article is republished from The Conversation, a non-profit, independent news organization that brings you reliable facts and analysis to help you make sense of our complex world. It was written by: Bethany Wilcox, University of Colorado Boulder; Gina Passante, California State University, Fullerton and Josephine C. Meyer, University of Colorado Boulder
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Bethany Wilcox receives funding from the National Science Foundation.
Gina Passante receives funding from the National Science Foundation.
Josephine Meyer receives funding from the National Science Foundation. She is affiliated with the Quantum Ethics Project.
