We investigate the utility of two qualitative measures of equity. Our data are videos of groups of first-generation and Deaf or hard-of-hearing students in a pre-matriculation university program designed to help them persist in STEM fields by developing their metacognitive practices. We analyze video data of students in small groups trying to accomplish various tasks. We analyze how groups engage with proposed ideas (inchargeness) and create a space of open sharing (civility). By capturing different aspects of each group, these measures combine to help our understanding of what an equitable group could look like.

This study examines survey data from 2,129 undergraduate women at the 2015 and 2019 American Physical Society Conference for Undergraduate Women in Physics (CUWiP) in order to classify what led them to study physics. We use expectancy-value and self-efficacy theory to create a coding framework based on different types of value and efficacy expectations in order to group responses. We find that the most common attractions are social persuasion, which is due to pressure or persuasion from people around the students, and intrinsic value, which is related to the inherent value of engaging in physics.

Physics education researchers sometimes conduct research on physics faculty change; we also write about faculty when we do research on implementing reforms in physics classrooms, or when we talk about how faculty affect students' understanding. This study classifies mentions of physics faculty in PERC and PhysRev-PER journals in order to study implicit frameworks used by the PER community when viewing and writing about faculty. Furthermore, mentions are categorized to give a sense of what aspects of instructors are most often commented upon. While no overall tendency towards positive or negative mentions was found, in the category of faculty beliefs, mentions were significantly negative, while in the category of faculty goals, mentions were significantly positive. We report this as a starting point for PER researchers to analyze the way we view and talk about other faculty.