STEP UP: A collective effort to achieve gender equity in physics
ORAL · Invited
Abstract
*This project is funded by the National Science Foundation, grant # 1720810, 1720869, 1720917, and 1721021 and the Gordon & Betty Moore Foundation. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the funders.
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Publication: "The value of physics identity", Symmetry Magazine, Sept 13, 2022
Student response to a careers in physics lesson. T. Blake Head, Robynne M. Lock, Raina Khatri, Zahra Hazari, and Geoff Potvin. Physics Education Research Conference Proceedings (2019); https://www.compadre.org/per/items/detail.cfm?ID=15277
Examining physics identity development through two high school interventions. Hemeng Cheng, Geoff Potvin, Raina Khatri, Laird H. Kramer, Robynne M. Lock, and Zahra Hazari. Physics Education Research Conference Proceedings (2018); http://dx.doi.org/10.1119/perc.2018.pr.Cheng
Towards Meaningful Physics Recognition: What does this recognition actually look like? Zahra Hazari and Cheryl Cass. The Physics Teacher 56, 442 (2018); https://doi.org/10.1119/1.5055325
Presenters
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Bree Barnett Dreyfuss
- Amador Valley High School