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

Autor/inn/en	Christensen, Julie; Shah, Niral; Ortiz, Nickolaus Alexander; Stroupe, David; Reinholz, Daniel L.
Titel	Tracking Inequity: An Actionable Approach to Addressing Inequities in Physics Classrooms
Quelle	In: Physics Teacher, 60 (2022) 6, S.414-418 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Equal Education; Physics; Educational Change; Minority Group Students; Disproportionate Representation; Teaching Methods + Suchen Sie Ihr Suchwort? Physik; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01