Abstract
Physics is one of the least diverse disciplines amongst the natural sciences. Large-scale studies, such as those from the National Assessment of Educational Progress, have indicated that students from underrepresented and racially minoritized groups score below students from dominant groups, and female students are typically outperformed by their male peers. While there are several complex systemic factors that maintain the status quo, we ask: what is it about how we engage our students in physics classes that perpetuates these inequities, and: how can our pedagogy promote inclusion?
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