Broadening Participation

Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Author/Presenter

Geoff Potvin

Zahra Hazari

Raina Khatri

Hemeng Cheng

T. Blake Head

Robynne M. Lock

Anne F. Kornahrens

Kathryne Sparks Woodle

Rebecca E. Vieyra

Beth A. Cunningham

Laird Kramer

Theodore Hodapp

Year
2023
Short Description

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions.

Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Author/Presenter

Geoff Potvin

Zahra Hazari

Raina Khatri

Hemeng Cheng

T. Blake Head

Robynne M. Lock

Anne F. Kornahrens

Kathryne Sparks Woodle

Rebecca E. Vieyra

Beth A. Cunningham

Laird Kramer

Theodore Hodapp

Year
2023
Short Description

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions.

Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Author/Presenter

Geoff Potvin

Zahra Hazari

Raina Khatri

Hemeng Cheng

T. Blake Head

Robynne M. Lock

Anne F. Kornahrens

Kathryne Sparks Woodle

Rebecca E. Vieyra

Beth A. Cunningham

Laird Kramer

Theodore Hodapp

Year
2023
Short Description

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions.

Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Author/Presenter

Geoff Potvin

Zahra Hazari

Raina Khatri

Hemeng Cheng

T. Blake Head

Robynne M. Lock

Anne F. Kornahrens

Kathryne Sparks Woodle

Rebecca E. Vieyra

Beth A. Cunningham

Laird Kramer

Theodore Hodapp

Year
2023
Short Description

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions.

Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Author/Presenter

Geoff Potvin

Zahra Hazari

Raina Khatri

Hemeng Cheng

T. Blake Head

Robynne M. Lock

Anne F. Kornahrens

Kathryne Sparks Woodle

Rebecca E. Vieyra

Beth A. Cunningham

Laird Kramer

Theodore Hodapp

Year
2023
Short Description

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions.

Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and help in sensemaking causes for the continued minoritization of women in physics.

Author/Presenter

Geoff Potvin

Zahra Hazari

Raina Khatri

Hemeng Cheng

T. Blake Head

Robynne M. Lock

Anne F. Kornahrens

Kathryne Sparks Woodle

Rebecca E. Vieyra

Beth A. Cunningham

Laird Kramer

Theodore Hodapp

Year
2023
Short Description

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions.

Reasoning About Data in Elementary School: Student Strategies and Strengths when Reasoning with Multiple Variables

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

Author/Presenter

Jessica Sickler

Michelle Lentzner

Lynn T. Goldsmith

Lauren Brase

Randall Kochevar

Year
2024
Short Description

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

Reasoning About Data in Elementary School: Student Strategies and Strengths when Reasoning with Multiple Variables

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

Author/Presenter

Jessica Sickler

Michelle Lentzner

Lynn T. Goldsmith

Lauren Brase

Randall Kochevar

Year
2024
Short Description

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction

We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction and related to available resources and positionings.

Author/Presenter

Maria Varelas

Amanda R. Diaz

Rebecca Kotler

Rebecca Woodard

Ronan Rock

Zachary Sabitt

Nathan Phillips

Rachelle Tsachor

Marcie Gutierrez

Hannah Natividad

Derek Threewitt

Jaegen Ellison

Year
2024
Short Description

We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We studied how such choices in school and home settings (when instruction was remote during the COVID-19 pandemic) were implicated in the children’s knowledge and identity construction and related to available resources and positionings.

A Magical Moment Counting Tires: A Counterstory About Missed Opportunities

This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle school mathematics. We see counterstories as a creative endeavor helping us in exploring the experiences of Latiné learners’ mathematics and our own narratives of navigating the whiteness of schools (see e.g., Cordero-Siy & Gómez Marchant, 2023; Gómez Marchant & Cordero-Siy, 2022).

Author/Presenter

Carlos Nicolas Gómez Marchant

Alexandra R. Aguilar

Amy Rae Johnson

Gerardo Sánchez Gutiérrez

Mona Baniahmadi

Lead Organization(s)
Year
2024
Short Description

This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle school mathematics.