Facilitating Intersectionally Conscious Collaborations in Physics Education

Facilitating Intersectionally Conscious Collaborations in Physics Education

In this article, we introduce the Intersectionally Conscious Collaboration (ICC) protocol to physics educators who seek to disrupt the long-standing inequities in their field. Recent studies raise awareness of diversity and inclusivity concerns and propose best practices for reducing bias toward wom...

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Bibliographic Details
Published in:The Physics teacher 2020-10, Vol.58 (7), p.480-483
Main Authors: Boveda, Mildred, Weinberg, Andrea E.
Format: Article
Language:eng
Subjects:
African American Students
Barriers
College Faculty
Ethnicity
Females
Gender Bias
Higher Education
Identification (Psychology)
LGBTQ People
Minority Group Students
Minority Group Teachers
Physics
Power Structure
Professional Identity
Racial Bias
Science Instruction
Science Teachers
Social Bias
Women Faculty
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Summary:In this article, we introduce the Intersectionally Conscious Collaboration (ICC) protocol to physics educators who seek to disrupt the long-standing inequities in their field. Recent studies raise awareness of diversity and inclusivity concerns and propose best practices for reducing bias toward women, LGBTQ+ students, and racially/ethnically minoritized students. Documented evidence demonstrates persistent challenges for women in physics in university settings, even addressing the identities and experiences of Women of Color. Simone Hyater-Adams and colleagues’ Critical Physics Identity framework, focused on Black physics identity, simultaneously considers racial and physics identities and individuals’ experiences within the context of structural and institutionalized oppression in the physics community. The ICC protocol includes six elements designed to support collaboration and inclusive instructional practices that respond to how multidimensional inequities and power differentials may manifest in academic settings.
ISSN:0031-921X
1943-4928