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Abstract Title: Student activist strategies for creating a welcoming physics culture
Abstract: This autoethnographic work of undergraduate participant-researchers within a 16-month critical ethnographic study focuses on resistance and activism towards more inclusive physics learning opportunities. Primary informants include transfer students who founded a student-run equity and inclusion organization that influenced the entire physics department, eventually causing changes in department operations and faculty committees. Student-organized community events, including group meetings, open mic nights, public outreach, and performance in a campus-wide exhibition, emphasized diverse skillsets through theater, music, comedy, and bilingual informational materials. Organizational meetings in classrooms began by rearranging furniture into a collaborative circle formation, reaffirming the importance of giving everyone in the room the opportunity for their voice to be heard, and negotiating the agenda among all in attendance. The physics education research community benefits from this work (1) as a model for participant-researcher collaborative methodology and (2) for the descriptions of student-created informal physics environments.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A16

Author/Organizer Information

Primary Contact: KC Brunk
University of California, Davis
One Shields Dr
Davis, CA 95616
Co-Author(s)
and Co-Presenter(s)
Onaiza Kazi, University of California, Davis; Carlos Verdoza, University of California, Davis; Mary Chessey, University of Maryland College Park