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Abstract Title: Analyzing discussions of under-representation in a high school classroom
Abstract: In class discussions about the under-representation of women have been found to increase women's interest in physics-related careers and their physics identities. Using a figured worlds framework enhanced by an argumentation framework, we analyzed video of two under-representation discussions that occurred in a high school physics classroom to understand how the increase in interest in physics related careers and physics identities might be happening. We found that in the beginning of the discussion, students focus on an individual's choices or the influence of socialization, which contribute to them joining physics or not. Toward the end of the lesson students focus on the culture of physics which produce and reproduce under-representation and tie this framing of physics to experiences of their family members overcoming similar barriers in other fields. Future work could include student interviews or analyze more classroom artifacts to deepen our understanding of students' figured worlds and include perspectives of students who did not speak up in class.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.G4

Author/Organizer Information

Primary Contact: Benjamin Archibeque
Florida International University (FIU)
Miami, FL 33199
Phone: 3163006732