Importance of accounting for student identities and intersectionality for creating equitable and inclusive physics learning environments

Lisabeth Marie Santana, Chandralekha Singh

Open source

DOI: 10.1103/physrevphyseducres.20.020142
Published: 2024-11-07
Container: Physical Review Physics Education Research
Publisher: American Physical Society (APS)
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.1103/physrevphyseducres.20.020142,
  title = {Importance of accounting for student identities and intersectionality for creating equitable and inclusive physics learning environments},
  author = {Lisabeth Marie Santana and Chandralekha Singh},
  year = {2024},
  journal = {Physical Review Physics Education Research},
  doi = {10.1103/physrevphyseducres.20.020142},
  url = {https://doi.org/10.1103/physrevphyseducres.20.020142}
}

RIS

TY  - JOUR
TI  - Importance of accounting for student identities and intersectionality for creating equitable and inclusive physics learning environments
AU  - Lisabeth Marie Santana
AU  - Chandralekha Singh
PY  - 2024
JO  - Physical Review Physics Education Research
DO  - 10.1103/physrevphyseducres.20.020142
UR  - https://doi.org/10.1103/physrevphyseducres.20.020142
ER  -

APA

Santana, L. M., & Singh, C. (2024). Importance of accounting for student identities and intersectionality for creating equitable and inclusive physics learning environments. Physical Review Physics Education Research. https://doi.org/10.1103/physrevphyseducres.20.020142

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crossref · retrieved 2026-09-26T20:16:04.246Z