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

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 colo...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:The Physics teacher 2022-09, Vol.60 (6), p.414-418
Hauptverfasser: Christensen, Julie, Shah, Niral, Ortiz, Nickolaus Alexander, Stroupe, David, Reinholz, Daniel L.
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 418
container_issue 6
container_start_page 414
container_title The Physics teacher
container_volume 60
creator Christensen, Julie
Shah, Niral
Ortiz, Nickolaus Alexander
Stroupe, David
Reinholz, Daniel L.
description 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.
doi_str_mv 10.1119/5.0044392
format Article
fullrecord <record><control><sourceid>eric_cross</sourceid><recordid>TN_cdi_eric_primary_EJ1362590</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1362590</ericid><sourcerecordid>EJ1362590</sourcerecordid><originalsourceid>FETCH-LOGICAL-c251t-7883451b66dcaef1aa4d883f9914885db42e79923ab8cadc84fac60014f1b39e3</originalsourceid><addsrcrecordid>eNp90EFLwzAUB_AgCs7pwQ8g5KrQmdckXeKtjKmTgR4m7FbSJHXRralJFfrt7dhQL3p68N6P_4M_QudARgAgr_mIEMaoTA_QACSjCZOpOEQDQigkMoXlMTqJ8ZX0ilM5QMtFUPrN1S94Vtv3D9d2Nzivca5b52tVri3OmyZ4pVe49Tg3JtgYf3FnI3Y1flp10emIJ2sVY_B-E0_RUaXW0Z7t5xA9304Xk_tk_ng3m-TzRKcc2mQsBGUcyiwzWtkKlGKmX1VSAhOCm5KldixlSlUptDJasErpjBBgFZRUWjpEl7tcHXz_2lZFE9xGha4AUmwrKXixr6S3Fztrg9PfbvoANEu5JP39aneP2rVq28C_YX_iTx9-YNGYin4BrOB5rg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Tracking Inequity: An Actionable Approach to Addressing Inequities in Physics Classrooms</title><source>AIP Journals Complete</source><creator>Christensen, Julie ; Shah, Niral ; Ortiz, Nickolaus Alexander ; Stroupe, David ; Reinholz, Daniel L.</creator><creatorcontrib>Christensen, Julie ; Shah, Niral ; Ortiz, Nickolaus Alexander ; Stroupe, David ; Reinholz, Daniel L.</creatorcontrib><description>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.</description><identifier>ISSN: 0031-921X</identifier><identifier>EISSN: 1943-4928</identifier><identifier>DOI: 10.1119/5.0044392</identifier><identifier>CODEN: PHTEAH</identifier><language>eng</language><publisher>American Association of Physics Teachers</publisher><subject>Disproportionate Representation ; Educational Change ; Equal Education ; Minority Group Students ; Physics ; Teaching Methods</subject><ispartof>The Physics teacher, 2022-09, Vol.60 (6), p.414-418</ispartof><rights>Author(s)</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c251t-7883451b66dcaef1aa4d883f9914885db42e79923ab8cadc84fac60014f1b39e3</citedby><cites>FETCH-LOGICAL-c251t-7883451b66dcaef1aa4d883f9914885db42e79923ab8cadc84fac60014f1b39e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://pubs.aip.org/pte/article-lookup/doi/10.1119/5.0044392$$EHTML$$P50$$Gscitation$$H</linktohtml><link.rule.ids>314,777,781,791,4498,27905,27906,76133</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1362590$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Christensen, Julie</creatorcontrib><creatorcontrib>Shah, Niral</creatorcontrib><creatorcontrib>Ortiz, Nickolaus Alexander</creatorcontrib><creatorcontrib>Stroupe, David</creatorcontrib><creatorcontrib>Reinholz, Daniel L.</creatorcontrib><title>Tracking Inequity: An Actionable Approach to Addressing Inequities in Physics Classrooms</title><title>The Physics teacher</title><description>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.</description><subject>Disproportionate Representation</subject><subject>Educational Change</subject><subject>Equal Education</subject><subject>Minority Group Students</subject><subject>Physics</subject><subject>Teaching Methods</subject><issn>0031-921X</issn><issn>1943-4928</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNp90EFLwzAUB_AgCs7pwQ8g5KrQmdckXeKtjKmTgR4m7FbSJHXRralJFfrt7dhQL3p68N6P_4M_QudARgAgr_mIEMaoTA_QACSjCZOpOEQDQigkMoXlMTqJ8ZX0ilM5QMtFUPrN1S94Vtv3D9d2Nzivca5b52tVri3OmyZ4pVe49Tg3JtgYf3FnI3Y1flp10emIJ2sVY_B-E0_RUaXW0Z7t5xA9304Xk_tk_ng3m-TzRKcc2mQsBGUcyiwzWtkKlGKmX1VSAhOCm5KldixlSlUptDJasErpjBBgFZRUWjpEl7tcHXz_2lZFE9xGha4AUmwrKXixr6S3Fztrg9PfbvoANEu5JP39aneP2rVq28C_YX_iTx9-YNGYin4BrOB5rg</recordid><startdate>202209</startdate><enddate>202209</enddate><creator>Christensen, Julie</creator><creator>Shah, Niral</creator><creator>Ortiz, Nickolaus Alexander</creator><creator>Stroupe, David</creator><creator>Reinholz, Daniel L.</creator><general>American Association of Physics Teachers</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>202209</creationdate><title>Tracking Inequity: An Actionable Approach to Addressing Inequities in Physics Classrooms</title><author>Christensen, Julie ; Shah, Niral ; Ortiz, Nickolaus Alexander ; Stroupe, David ; Reinholz, Daniel L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c251t-7883451b66dcaef1aa4d883f9914885db42e79923ab8cadc84fac60014f1b39e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Disproportionate Representation</topic><topic>Educational Change</topic><topic>Equal Education</topic><topic>Minority Group Students</topic><topic>Physics</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Christensen, Julie</creatorcontrib><creatorcontrib>Shah, Niral</creatorcontrib><creatorcontrib>Ortiz, Nickolaus Alexander</creatorcontrib><creatorcontrib>Stroupe, David</creatorcontrib><creatorcontrib>Reinholz, Daniel L.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>The Physics teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Christensen, Julie</au><au>Shah, Niral</au><au>Ortiz, Nickolaus Alexander</au><au>Stroupe, David</au><au>Reinholz, Daniel L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1362590</ericid><atitle>Tracking Inequity: An Actionable Approach to Addressing Inequities in Physics Classrooms</atitle><jtitle>The Physics teacher</jtitle><date>2022-09</date><risdate>2022</risdate><volume>60</volume><issue>6</issue><spage>414</spage><epage>418</epage><pages>414-418</pages><issn>0031-921X</issn><eissn>1943-4928</eissn><coden>PHTEAH</coden><abstract>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.</abstract><pub>American Association of Physics Teachers</pub><doi>10.1119/5.0044392</doi><tpages>5</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0031-921X
ispartof The Physics teacher, 2022-09, Vol.60 (6), p.414-418
issn 0031-921X
1943-4928
language eng
recordid cdi_eric_primary_EJ1362590
source AIP Journals Complete
subjects Disproportionate Representation
Educational Change
Equal Education
Minority Group Students
Physics
Teaching Methods
title Tracking Inequity: An Actionable Approach to Addressing Inequities in Physics Classrooms
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-19T04%3A54%3A49IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Tracking%20Inequity:%20An%20Actionable%20Approach%20to%20Addressing%20Inequities%20in%20Physics%20Classrooms&rft.jtitle=The%20Physics%20teacher&rft.au=Christensen,%20Julie&rft.date=2022-09&rft.volume=60&rft.issue=6&rft.spage=414&rft.epage=418&rft.pages=414-418&rft.issn=0031-921X&rft.eissn=1943-4928&rft.coden=PHTEAH&rft_id=info:doi/10.1119/5.0044392&rft_dat=%3Ceric_cross%3EEJ1362590%3C/eric_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1362590&rfr_iscdi=true