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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. 

In this study, we showcase the various ways high school physics teachers make connections between science content and social justice, pushing the boundary of what is counted as science content by bringing social justice engagement to the center of science learning. We analyze lessons submitted by eighteen high school physics teachers who participated in a professional development program that supported the integration of equity into their science teaching. Three themes represent teachers' approach toward integrating social justice in their science lessons: (1) investigating the nature of science in specific science concepts and re-evaluating/redefining science concepts, (2) connecting students' everyday activities with science and global social justice issues, and (3) using science knowledge to engage with and advocate for social justice issues in students' local communities. 

Energy is one of the fundamental topics taught in high school physics. However, energy continues to betaught as an abstract concept that removes itself from the social implications energy systems have onsociety, in particular toward Indigenous communities. Given the importance of integrating discussionsaround equity into our science courses, in this study we propose a way in which energy justice can beredefined and included in physics classrooms. Redefining energy justice into physics classrooms allows usto connect energy justice to existing energy physics curriculum and lessons plans. In Summer 2020, 22physics teachers participated in a professional development that centered on discussions around energyand equity. We analyzed and coded teachers’ dialogues and conversations around energy and equity toidentify energy justice pillars. The energy justice pillars we identified formed the basis of an energy justiceframework that redefines energy justice for physics classrooms. This energy justice framework allows usto bridge the separation between physics and social justice, as they continue to be viewed as two separateschools of thought in the field of physics. 

With the ongoing antiracism movement in the United States, there is a call for physics teachers to incorporate equity-based and antiracist activities and curricula into their classrooms. In an online summer professional development course for high school physics teachers, we listened to participants define and compare antiracism and equity. We identified three framings (dual, part-whole, and developmental) that characterize these high school physics teachers' conceptions of the relationship between equity and antiracism. The framings offer insights into physics teachers' notions of anti-racist practice in relation to equity and their concerns regarding enacting equity and antiracism in teaching practice. 

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.