Facilitating Intersectionally Conscious Collaborations in Physics Education
Facilitating Intersectionally Conscious Collaborations in Physics Education
复制标题
促进物理教育中的跨部门自觉合作
DOI：
10.1119/10.0002066
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Andrea E. Weinberg
中科院分区：
文献类型：
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作者：
Mildred Boveda;Andrea E. Weinberg
在这篇文章中，我们向物理教育工作者介绍了交叉意识协作（ICC）协议，这些物理教育工作者试图打破他们领域中长期存在的不平等现象。最近的研究提高了人们对多样性和包容性问题的认识，并提出了减少对女性，LGBTQ+学生和种族/民族少数民族学生的偏见的最佳做法。有记录的证据表明，在大学环境中，女性在物理学方面面临着持续的挑战，甚至解决了有色人种女性的身份和经历。Simone Hyater-Adams及其同事的批判物理学身份框架，专注于黑人物理学身份，同时考虑了物理学界结构性和制度化压迫背景下的种族和物理学身份以及个人经历。ICC协议包括六个要素，旨在支持协作和包容性的教学实践，以应对多维不平等和权力差异如何在学术环境中表现出来。
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.