While physics is often promoted as being for everyone, its cultural narrative, i.e., what physicists do and who they are, has been and continues to be created by a dominant social group. As such, many students who come from marginalized backgrounds in physics are required to fit themselves into its narrow culture that does not reflect who they are and how they see the world. As physics educators, we have unconsciously internalized this narrow physics culture and need resources to help broaden our perceptions. To this end, we suggest some design principles for creating materials that help physics educators reflect on these issues and disrupt inequitable structures in their classrooms. We draw on the STEP UP project to exemplify how these design principles were implemented.
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Author(s)
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