PERC 2021 Abstract Detail Page
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| Abstract Title: | Frameworks to enhance inclusion in physics education: Everyone must participate |
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| Abstract: | The essential work of cultivating inclusive environments in organizations, communities, and society too often falls to those who are themselves members of marginalized and underrepresented groups. This can be especially true in masculinized and male-dominated professions, where the conditions of work and productivity and the valuation of knowledge and skills has historically been defined by those with a combination of dominant social identities, such as being white, being male, being heterosexual, and being cisgender (Collins, 2015). A good example of such a profession is that of physics and physics education. More recently, there have been calls to move the work of inclusion from the margins of such environments more to the center. However, at the same time that movement toward greater inclusion gains traction and momentum, detractors are also organizing themselves to undermine the work. Byrd (2018) defined social injustice as "the repression of a person's individual and civil rights which in the process could hinder their capacity to achieve full potential to learn and perform (Byrd 2014a)" (p. 3). Therefore, we must invite everyone to participate in the work of inclusion. While many people might desire to be inclusive, many also lack the necessary skills to actually forge inclusive environments and structures. The purpose of this plenary session is to discuss how bystander intervention and ally development frameworks can be utilized in physics education to promote and sustain greater inclusion for marginalized and underrepresented groups by framing inclusion as the obligation and responsibility of everyone. |
| Abstract Type: | Plenary |
| Session Time: | Thursday Plenary Session |
Author/Organizer Information | |
| Primary Contact: |
Joshua C. Collins University of Minnesota-Twin Cities |
