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Abstract Title: Investigating Physics Faculty’s Reasoning about Inequities in Undergraduate Physics Education
Abstract: Grappling with inequities in physics learning is a central responsibility of physics instructors, yet little is known about how faculty do this important work. In a pilot interview study with twelve physics faculty, we asked faculty about: (a) their awareness of student experiences with bias, discrimination, and hardship and (b) the fairness of various common classroom instructional practices.  We present analysis of three case studies of physics faculty that have found ways to notice inequities in their own classrooms and to listen carefully to students' experiences with racialized, gendered, and/or socioeconomic injustices.  In our analysis of all three cases, we found that faculty's noticing and listening inspired critical reflection and informed their classroom practices.  There is preliminary evidence that these noticing and listening practices can result in faculty connecting students to institutional resources/supports and engaging in critique of institutional support structures.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Chandra Turpen
University of Maryland
6701 Adelphi Rd
University Park, MD 20782
Phone: 3038170250
Co-Author(s)
and Co-Presenter(s)
Angela Little - University of Maryland and Michigan State University
Vashti Sawtelle - Michigan State University