Physics teachers’ conceptions of equity: Access and achievement

Physics teachers’ definitions of equity inform how they identify inequity and take action to transform it. In this paper, we adapted Gutiérrez’s framework from mathematics education research physics research. The defines in terms four dimensions: access , achievement identity power . We used characterize the conceptions shared by 23 teachers who participated an equity-focused professional development. found that dimensions are popular with compared dimensions, share a common understanding ways is consistent educational literature discourses.