Physics teachers’ definitions of equity inform how they identify inequity and take action to transform it. In this paper, we adapted Gutiérrez’s equity framework from mathematics education research to physics education research. The framework defines equity in terms of four dimensions: access , achievement , identity , and power . We used this equity framework to characterize the equity conceptions shared by 23 teachers who participated in an equity-focused professional development. We found that the access and achievement dimensions of equity are popular with teachers compared to the identity and power dimensions, and that teachers share a common understanding of conceptions of access and achievement in ways that is consistent with educational literature and discourses.
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The Role of Physics Culture in Shaping In-Service Physics Teacher Identities and Framings of Equity: Two Case Studies
Physics is perceived to have a culture of exclusion, which includes not embracing individuals from certain demographics who are underrepresented in the field. Many who are from underrepresented groups have stated they feel impacted by cultural pressures to assimilate to what is traditionally considered a “physics person.” In order to better understand these cultural pressures this study examines statements from two physics teachers who participated in a summer professional development (PD) workshop. Throughout the summer PD, the two teachers made statements that described how physics culture impacted their identity and understanding of equity, which ultimately shaped their approach towards teaching. Analysis of teachers’ statements showed that physics culture impacted the teachers' views on instruction in the areas of inclusivity and shaping students' physics identity. This study has implications for research on the role of physics culture and how it impacts underrepresented students’ and teachers' identity and approach to equity.
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- Award ID(s):
- 1936601
- PAR ID:
- 10330252
- Editor(s):
- Bennett, M. B.; Frank, B. W.; Vieyra, R. E.
- Date Published:
- Journal Name:
- Physics Education Research Conference Proceedings
- Page Range / eLocation ID:
- 264 to 269
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1119/perc.2021.pr.Mathis
