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

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


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.


  1. Al-Kadhi, A. (2018). What quantum physics taught me about queer identity. BBC Ideas. (British Broadcasting Corporation, September 21, 2018).
  2. Caballero, M. D., Dounas-Frazer, D. R., Lewandowski, H. J., & Stetzer, M. R. (2018) Labs are necessary, and we need to invest in them. APS News: The Back Page, 27(5).
  3. Cech, E. A., & Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(1), 1–24. Scholar
  4. Corbo, J. C., Reinholz, D. L., Dancy, M. H., Deetz, S., & Finkelstein, N. (2016). Framework for transforming departmental culture to support educational innovation. Physical Review Physics Education Research, 12, 010113. Scholar
  5. Corbo, J. C., Quan, G. M., Falkenberg, K., Geanious, C., Ngai, C., Pilgrim, M. E., Reinholz, D. L., & Wise, S. (2018). Externalizing the Core principles of the departmental action team (DAT) model. Proceedings of the 2018 physics education research conference. Washington, DC: AAPT. Scholar
  6. Dounas-Frazer, D. R., Hyater-Adams, S. A., & Reinholz, D. L. (2017a). Learning to do diversity work: A model for continued education of program organizers. The Physics Teacher, 55(6), 342–346. Scholar
  7. Dounas-Frazer, D. R., Stanley, J., & Lewandowski, H. J. (2017b). Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences. Physical Review Physics Education Research, 13(2), 020136. Scholar
  8. Dounas-Frazer, D. R., Byrd, R., & Hyater-Adams, S. (2018). A model for self-accountability in academia, physics education research consortium of graduate students. Newsletter, 14, 4.Google Scholar
  9. Faulkner, W. (2000). Dualisms, hierarchies and gender in engineering. Social Studies of Science, 30(5), 759–792. Scholar
  10. Fujikawa, K., Perez-Darby, S., & Kaba, M. (2018). Building accountable communities. Barnard Center for Research on Women. (Barnard College, October 26, 2018).
  11. Holt, M., Gillen, D., Nandlall, S. D., Setter, K., Thorman, P., Kane, S. A., Miller, C. H., Cook, C., & Supalo, C. (2019). Making physics courses accessible for blind students: Strategies for course administration, class meetings, and course materials. The Physics Teacher, 57(2), 94–98.CrossRefGoogle Scholar
  12. Irving, P. W., & Sayre, E. C. (2014). Conditions for building a community of practice in an advanced physics laboratory. Physical Review Special Topics – Physics Education Research, 10, 010109.CrossRefGoogle Scholar
  13. Shahvisi, A. (2015). Epistemic injustice in the academy: an analysis of the Saida Grundy witch-hunt. Academe Blog. (Academe Magazine, May 20, 2015).

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Western Washington UniversityBellinghamUSA

Personalised recommendations