STEP UP Physics

Given the continued marginalization of women and minoritized racial/ethnic groups (MRE) in physics, STEP UP works with high school physics teachers to transform the culture in physics classes. Drawing on prior theory/research and co-designed by educators, students, and researchers, the STEP UP interventions include two lessons and an Everyday Actions Guide that disrupt narrow perceptions of physics and present counternarratives that challenge these perceptions while learning physics. In this poster, we present the findings from two studies that measured the impacts of these interventions on students' physics-related career intentions: first, with an intentionally-selected group of teachers (10 teachers, 823 students) across regions/contexts in the US; second, with a randomly-sampled group of teachers (13 teachers, 1509 students) from three regions that also included a comparable control group. The results showed that engaging in these interventions had a positive effect on the future physics intentions of women and MRE groups. In light of these findings, the evidence-based STEP UP materials and resources are being utilized as part of a national campaign to support teachers in broadening participation in physics.