PERC 2018 Abstract Detail Page
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| Abstract Title: | Belonging, Success, Access, and Disruption: Physics Faculty Goals and Practices for Inclusive Learning Environments |
|---|---|
| Abstract: | In interviews about efforts to create inclusive departmental and instructional practices, physics faculty express a number of different goals for or visions of inclusion. These goals include students feeling welcome or successful, students having access to physics culture and practices, and faculty disrupting existing systems of oppression that permeate physics classroom spaces. Throughout their interviews, faculty name a number of practices that serve each goal. In this paper, we elaborate on each of these goals for inclusive physics learning, and we highlight some of the practices that serve them. We argue that some of these goals and the associated practices more overtly acknowledge the historic and systematic marginalization of women and people of color in physics, while others serve visions of fairness and equality. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B71 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Amy D. Robertson Seattle Pacific University 3307 Third Avenue W Suite 307 Seattle, WA 98119-1997 Phone: 206-286-7347 |
| Co-Author(s) and Co-Presenter(s) |
W. Tali Hairston (Seattle Pacific University) Rachel E. Scherr (Seattle Pacific University) |
