This month we feature four more interesting articles from the “Sex, Gender, and Physics Teaching” collection, identified by the pink and gray thumbnail image shown here. First, Stephen Exarhos discusses the problem with using deficit framing in research on the academic achievement of students from marginalized groups and provides suggestions for utilizing anti-deficit framing. Next, we showcase Mildred Boveda and Andrea Weinberg’s protocol for developing intersectionally conscious collaborations, useful guidance for physics instructors in a wide variety of settings. Then, Yangqiuting Li, Kyle Whitcomb, and Chandralekha Singh present a study connecting recognition by physics instructors to both student self-efficacy and student performance, and providing recommendations for instructors who want to improve things in their own classroom. Finally, we see an example, provided by Jodi Cooley, Eric Godat, and Stephen Sekula, of an honors course experience that empowers students who are often marginalized in large-course settings. We hope that you find something useful and powerful in these articles to inform your teaching in these unprecedented times of hybrid teaching, social distancing, and remote instruction.

Gary D. White and Geraldine L. Cochran

Co-editors for the TPT collection on

Sex, Gender, and Physics Teaching