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The Physics Teacher
written by Stephen Exarhos
Addressing issues of diversity in physics higher education (PHE) in the United States is a priority for institutional, departmental, and individual policy and practice. These issues encompass a symptom--the inequitable distributions of diverse student populations in physics in comparison with those of higher education in the United States at large--and the underlying malady--the sociocultural and political constitution of physics as a field. The objective in this work is to emphasize to the physics education research (PER) community the vocabulary with which we can appropriately frame our sociological research on minoritized student success in PHE. By systematically invoking such a perspective in our research and in our practice, outcomes will be more equity-oriented and we will instill a shift in the culture surrounding PHE to be more student-centered rather than discipline-centered.
The Physics Teacher: Volume 58, Issue 7, Pages 461-464
Subjects Levels Resource Types
Education - Applied Research
- Learning Environment
- Recruitment
= Diversity
Education - Basic Research
- Communication
= Language
- Societal Issues
= Cultural Issues
- Teacher Characteristics
= Affect
General Physics
- Physics Education Research
= Reflections and Visions
- Lower Undergraduate
- Graduate/Professional
- Upper Undergraduate
- Reference Material
= Article
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Pedagogy Guide
- Educators
- Administrators
- Researchers
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© 2020 American Association of Physics Teachers (AAPT)
DOI:
10.1119/10.0002061
Keywords:
diversity, inclusivity, physics identity, student retention
Record Creator:
Metadata instance created December 20, 2021 by Sam McKagan
Record Updated:
December 23, 2021 by Caroline Hall
Last Update
when Cataloged:
September 23, 2020
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
S. Exarhos, Phys. Teach. 58 (7), 461 (2020), WWW Document, (https://doi.org/10.1119/10.0002061).
AJP/PRST-PER
S. Exarhos, Anti-Deficit Framing of Sociological Physics Education Research, Phys. Teach. 58 (7), 461 (2020), <https://doi.org/10.1119/10.0002061>.
APA Format
Exarhos, S. (2020, September 23). Anti-Deficit Framing of Sociological Physics Education Research. Phys. Teach., 58(7), 461-464. Retrieved January 26, 2022, from https://doi.org/10.1119/10.0002061
Chicago Format
Exarhos, Stephen. "Anti-Deficit Framing of Sociological Physics Education Research." Phys. Teach. 58, no. 7, (September 23, 2020): 461-464, https://doi.org/10.1119/10.0002061 (accessed 26 January 2022).
MLA Format
Exarhos, Stephen. "Anti-Deficit Framing of Sociological Physics Education Research." Phys. Teach. 58.7 (2020): 461-464. 26 Jan. 2022 <https://doi.org/10.1119/10.0002061>.
BibTeX Export Format
@article{ Author = "Stephen Exarhos", Title = {Anti-Deficit Framing of Sociological Physics Education Research}, Journal = {Phys. Teach.}, Volume = {58}, Number = {7}, Pages = {461-464}, Month = {September}, Year = {2020} }
Refer Export Format

%A Stephen Exarhos %T Anti-Deficit Framing of Sociological Physics Education Research %J Phys. Teach. %V 58 %N 7 %D September 23, 2020 %P 461-464 %U https://doi.org/10.1119/10.0002061 %O application/pdf

EndNote Export Format

%0 Journal Article %A Exarhos, Stephen %D September 23, 2020 %T Anti-Deficit Framing of Sociological Physics Education Research %J Phys. Teach. %V 58 %N 7 %P 461-464 %8 September 23, 2020 %U https://doi.org/10.1119/10.0002061


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

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