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Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development
written by
Zahra Hazari, Robynne M. Lock, Cheryl A. P. Cass, and Carrie Beattie
Many students are disempowered in physics classes finding them to be more difficult, unpleasant, narrow, and masculine when compared to other subjects. Such disempowerment can lead students to limit their engagement. This study explores how physics teachers can help students engage with the material and develop their physics identities by obscuring traditional classroom hierarchies. Employing a positionality lens on case studies of four high school physics teachers, we coded teachers' behavioral cues that contributed to the relational structure in the classroom. Our findings suggest that teachers' physical cues (space and hierarchical stance occupied), structural cues (dynamic nature of the classroom allowing alternating roles), contextual cues (including students' thoughts and experiences), and social cues (obscuring traditional boundaries between teacher and student) affect the social distance between the teacher, students, and content. This social distance can moderate students' level of engagement and ultimately their physics identity development.
Physics Education Research Conference 2013
Part of the PER Conference Invited Paper series Portland, OR: July 17-18, 2013 Pages 9-12
Presented at the 2012 PER Conference
Author: Lyle Please note that the presentation related to this article by Hazari, Lock, Cass, and Beattie was presented at the 2012 PER Conference in Philadelphia, PA. However, the article was inadvertently omitted from the 2012 PERC Proceedings through no fault of the authors. It was subsequently published in the 2013 PERC Proceedings.
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=13071">Hazari, Z, R. Lock, C. Cass, and C. Beattie. "Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013.</a>
AIP Format
Z. Hazari, R. Lock, C. Cass, and C. Beattie, , presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617).
AJP/PRST-PER
Z. Hazari, R. Lock, C. Cass, and C. Beattie, Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617>.
APA Format
Hazari, Z., Lock, R., Cass, C., & Beattie, C. (2013, July 17-18). Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved April 24, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617
Chicago Format
Hazari, Z, R. Lock, C. Cass, and C. Beattie. "Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617 (accessed 24 April 2024).
MLA Format
Hazari, Zahra, Robynne Lock, Cheryl Cass, and Carrie Beattie. "Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development." Physics Education Research Conference 2013. Portland, OR: 2013. 9-12 of PER Conference Invited Paper. 24 Apr. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617>.
BibTeX Export Format
@inproceedings{
Author = "Zahra Hazari and Robynne Lock and Cheryl Cass and Carrie Beattie",
Title = {Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development},
BookTitle = {Physics Education Research Conference 2013},
Pages = {9-12},
Address = {Portland, OR},
Series = {PER Conference Invited Paper},
Month = {July 17-18},
Year = {2013}
}
Refer Export Format
%A Zahra Hazari %A Robynne Lock %A Cheryl Cass %A Carrie Beattie %T Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development %S PER Conference Invited Paper %D July 17-18 2013 %P 9-12 %C Portland, OR %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617 %O Physics Education Research Conference 2013 %O July 17-18 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Hazari, Zahra %A Lock, Robynne %A Cass, Cheryl %A Beattie, Carrie %D July 17-18 2013 %T Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development %B Physics Education Research Conference 2013 %C Portland, OR %P 9-12 %S PER Conference Invited Paper %8 July 17-18 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13071&DocID=3617 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development:Know of another related resource? Login to relate this resource to it. |
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