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Conclusions Part I: Responding to Frameworks and Methodologies that Attend to Gender in Physics Education: Practical Implications for Higher Education

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Part of the Cultural Studies of Science Education book series (CSSE, volume 19)

Abstract

In their chapter, Diane Crenshaw Jammula and Felicia Moore Mensah (Chap.  5) demonstrate that physics students’ subjectivities are dynamic and gendered, but not essential characteristics of their sex. Further, they argue that “physics teacher educators are tasked to broaden the ways that physics teachers think about physics and their students’ multiple subjectivities”. In her chapter, Angela Johnson (Chap.  4) describes a physics department in which the women students of color feel supported. In that department, “male physics faculty members take gender issues seriously, rather than leaving equity issues to their female colleagues”. Accordingly, as a physics teacher educator and a male physics faculty member, I open my discussion by describing some of my own subjectivities, professional practices, and conceptions of physics. In doing so, I aim to provide context for, and thus facilitate criticisms of, my interpretations of the ideas in this book.

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Western Washington UniversityBellinghamUSA

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