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Tracing Different Forms of Politicized Care in Teaching Physics to Students Traditionally Underserved in Science

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Title: Tracing Different Forms of Politicized Care in Teaching Physics to Students Traditionally Underserved in Science
Language: English
Authors: Clausell Mathis (ORCID 0000-0002-1800-7062), Sherry A. Southerland (ORCID 0000-0002-0824-4611), Lama Z. Jaber (ORCID 0000-0002-5809-7330)
Source: Physical Review Physics Education Research. 2025 21(2).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Descriptors: Physics, Science Instruction, Secondary School Science, High School Students, Working Class, Minority Group Students, Disproportionate Representation, Science Teachers, High School Teachers, Caring, African American Teachers, Teacher Student Relationship, Teacher Behavior
DOI: 10.1103/yvbc-n7vk
ISSN: 2469-9896
Abstract: In this yearlong, naturalistic case study in a high school physics classroom, we examine the different dimensions of politicized care displayed by Sarah, an African American teacher teaching physics to working-class students of color traditionally underserved in science. Through extended field observations and a series of interviews with the teacher, we identified the various forms of care, "social," "epistemic," and "academic," that Sarah expressed for her students throughout her teaching. We recognized that these forms of care are manifestations of Sarah's "politicized care." As we traced Sarah's care along these different forms, we identified tensions and synergies among these expressions of care, differentially shaping opportunities for students' disciplinary learning. More broadly, our findings call for conceptualizing politicized care as an essential aspect of effective physics teaching, especially for minoritized students. This care involves careful acts of balancing disciplinary and teaching demands, mindful of wider societal and institutional inequities while honoring children as social, academic, and epistemic beings. Such care for her students can be understood as an intentional act of resistance to current oppressive educational and wider societal systems.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483940
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Clausell+Mathis%22">Clausell Mathis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1800-7062">0000-0002-1800-7062</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sherry+A%2E+Southerland%22">Sherry A. Southerland</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0824-4611">0000-0002-0824-4611</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lama+Z%2E+Jaber%22">Lama Z. Jaber</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5809-7330">0000-0002-5809-7330</externalLink>)
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
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  Data: 10.1103/yvbc-n7vk
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  Data: 2469-9896
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  Data: In this yearlong, naturalistic case study in a high school physics classroom, we examine the different dimensions of politicized care displayed by Sarah, an African American teacher teaching physics to working-class students of color traditionally underserved in science. Through extended field observations and a series of interviews with the teacher, we identified the various forms of care, "social," "epistemic," and "academic," that Sarah expressed for her students throughout her teaching. We recognized that these forms of care are manifestations of Sarah's "politicized care." As we traced Sarah's care along these different forms, we identified tensions and synergies among these expressions of care, differentially shaping opportunities for students' disciplinary learning. More broadly, our findings call for conceptualizing politicized care as an essential aspect of effective physics teaching, especially for minoritized students. This care involves careful acts of balancing disciplinary and teaching demands, mindful of wider societal and institutional inequities while honoring children as social, academic, and epistemic beings. Such care for her students can be understood as an intentional act of resistance to current oppressive educational and wider societal systems.
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        Value: 10.1103/yvbc-n7vk
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      – Text: English
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        PageCount: 18
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      – SubjectFull: Physics
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Secondary School Science
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      – SubjectFull: High School Students
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      – SubjectFull: Working Class
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: High School Teachers
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      – SubjectFull: Teacher Behavior
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