Recently, during oral arguments in the case Fisher v. University of Texas (2016), Chief Justice Roberts asked, “What unique perspective does a minority student bring to a physics class? I’m just wondering what the benefits of diversity are in that situation?” Following these questions, Justice Scalia referenced a brief that “pointed out that most of the black scientists in this country don’t come from schools like the University of Texas. They come from schools where they do not feel that they’re being pushed ahead in classes that are too fast for them.” In this statement, we respond to the Court’s questions and statements by drawing on perspectives and research findings from physicists, educators, education researchers, and related professionals. Herein, we affirm that
Diverse perspectives benefit physics by informing not just research and teaching practices, but also the ways that researchers, teachers, and students interact with, collaborate with, and support each...