Anti-Deficit Framing of Sociological Physics Education Research

Autor/in	Exarhos, Stephen
Titel	Anti-Deficit Framing of Sociological Physics Education Research
Quelle	In: Physics Teacher, 58 (2020) 7, S.461-464 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Educational Sociology; Physics; Higher Education; Student Diversity; Educational Research; Minority Group Students; Equal Education; Student Centered Learning + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Physik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	I begin this manuscript by taking the assumption that addressing issues of diversity in physics higher education (PHE) in the United States is a priority for institutional, departmental, and individual policy and practice. These issues encompass a symptom--the inequitable distributions of diverse student populations in physics in comparison with those of higher education in the United States at large--and the underlying malady--the sociocultural and political constitution of physics as a field. The objective in this work is to emphasize to the physics education research (PER) community the vocabulary with which we can appropriately frame our sociological research on minoritized student success in PHE. By systematically invoking such a perspective in our research "and" in our practice, outcomes will be more equity-oriented and we will instill a shift in the culture surrounding PHE to be more student-centered rather than discipline-centered. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01