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Meeting abstract 

To address the longstanding problem of underrepresentation of women in physics, we developed two classroom interventions that encourage womens' future physics intentions. In testing these lessons in a larger study, we found variance in gains between student sub-populations across several teachers. This prompted the current mixed methods analysis to follow up on potential contextual factors leading to these differences, including social and economic setting of the school and student population characteristics, as well as teacher-level effects. We drew upon multiple sources of data collected from both teachers and students including teacher interviews, teacher and student open response surveys, and student artifacts from the lessons. In our preliminary analysis, we found that the broader social and economic environments did not appear to affect how students received the lessons; however, individual teacher implementation of the lessons did. 

We report an improved measurement of the valence $u$and $d$quark distributions from the forward-backward asymmetry in the Drell-Yan process using $8.6{\mathrm{fb}}^{-1}$of data collected with the D0 detector in $p\overline{p}$collisions at $\sqrt{s}=1.96$. This analysis provides the values of new structure parameters that are directly related to the valence up and down quark distributions in the proton. In other experimental results measuring the quark content of the proton, $d$quark contributions are mixed with those from other quark flavors. In this measurement, the $u$and $d$quark contributions are separately extracted by applying a factorization of the QCD and electroweak portions of the forward-backward asymmetry. Published by the American Physical Society2024