STEP UP Project Goals:
- mobilize thousands of high school physics teachers to help engage young women in physics
- change deep-seated cultural views about physicists
- Inspire young women to pursue physics in college
We will achieve this if each of the high school physics teachers in our community inspires at least one young woman into physics each year.
Importance of High School Interventions:
Most women physics majors report that they became interested in physics careers in high school (Hazari, Brewe, Goertzen, & Hodapp, 2017). A high school physics teacher’s recognition of a young woman as being a “physics person” is a significant predictor for choosing a physics career. Furthermore, most female career physicists also report becoming interested in physics careers in high school (Ivie & Guo, 2006). High school may be a critical period, particularly in the US, since physics is delineated as a separate science course at that time and students are getting close to deciding on their majors.
There are more than 1.3 million students who take high school physics every year (not including Physics First), of whom more than 600,000 are women (White & Tesfaye, 2011; White & Tesfaye, 2014). Furthermore, there are approximately 27,000 high school physics teachers in the nation (White & Tyler, 2014). If these teachers recruited 13,500 more young women to a physics major, the representation of women will reach 50%. For high school physics teachers, that equates to inspiring only one additional female student to pursue physics every two years – an accomplishable goal!
Evidence-based teaching resources to facilitate female students seeing themselves as a “physics person,” and becoming interested in physics careers are available including:
- Everyday Actions - strategies for reducing marginalization in the classroom and recognizing students as physics people
- Careers in Physics - a lesson on careers in physics, particularly those that help solve societal problems
- Women in Physics - a lesson on the underrepresentation of women in physics and the role of implicit bias and cultural stereotypes.
These are NGSS-supported reflective activities that engage student discussion.
See our Resources page (under About) or our Get Involved pages!
Ways to Help Further:
Teachers can register to be a part of the STEP UP community here. This will give you access to the community discussion boards, FAQs about lesson implementation and support from local STEP UP Ambassador - teacher leaders who help to spread the movement.
If you’re not a teacher, you can still register to be a part of the STEP UP movement and network by visiting www.STEPUPphysics.org. Faculty, graduate students, and undergraduate students can all help by reaching out to their local high school physics teachers or other networks of physics teachers to recruit them to join the campaign. Together as a community, we have the capability to ignite the future of physics, a future in which women play an integral role.