written by Clausell Mathis
published by the American Association of Physics Teachers
edited by Laura A. H. Wood, Meseret F. Hailu, and Verónica N. Vèlez

There is a lack of physics courses offered in school environments where there is a majority of racially minoritized students at the secondary level. The lack of access for many racially minoritized students results in a lack of representation and exposure to physics. Based on my experiences as a student and faculty member in physics education, I recognize the systemic issues that play a role in access and presentation. This paper's Critical Race Theory (CRT) lens helps us further understand the causes of racial inequities within physics education. Specifically, I share a narrative of my experiences in physics education that illustrates the indirect and direct marginalization of racially minoritized students within the physics education culture. I then analyze my experiences using the CRT tenets of racism as endemic and normalized, interest convergence, and whiteness as property. I use my narrative to shed light on the larger systems of access and representation in physics education.

• Download RevPER-V3-CRT-Mathis.pdf - 295kb Adobe PDF Document

Published August 7, 2024
Last Modified August 7, 2024

This file is included in the full-text index.