Tracking Inequity: An Actionable Approach to Addressing Inequities in Physics Classrooms

• Julie Christensen ^[1] ; Niral Shah ^[2] ; Nickolaus Alexander Ortiz ^[3] ; David Stroupe ^[1] ; Daniel L. Reinholz ^[4]
  1. [1] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  2. [2] University of Washington

     University of Washington

     Estados Unidos

     
  3. [3] Georgia State University

     Georgia State University

     Estados Unidos

     
  4. [4] San Diego State University

     San Diego State University

     Estados Unidos

     

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• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 60, Nº. 6, 2022, págs. 414-418
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Recent studies reveal people from marginalized groups (e.g., people of color and women) continue to earn physics degrees at alarmingly low rates. This phenomenon is not surprising given reports of the continued perception of physics as a masculine space and the discrimination faced by people of color and women within the field. To realize the vision of an equitable physics education, fully open to and supportive of marginalized groups, teachers need ways of seeing equity as something that is concrete and actionable on an everyday basis. In our work, teachers have found value in intentionally reflecting on their instruction and their students explicitly in terms of race, gender, and other social markers. We find they are then better positioned to build equitable physics classrooms. Without a focus on specific social markers, common obstacles such as color-evasiveness emerge, which obstruct the pursuit of equity in classrooms.