Bulletin of the American Physical Society
Fall 2022 Meeting of the APS Eastern Great Lake Section and the Michigan Section of AAPT: Pushing Boundaries in Physics and Education
Volume 67, Number 16
Friday–Saturday, October 21–22, 2022; Lawrence Technological University, Southfield, Michigan
Session B01: Plenary I
12:45 PM–2:15 PM,
Friday, October 21, 2022
Lawrence Technological University
Room: S100
Chair: George Moschelli, Lawrence Technological University
Abstract: B01.00002 : People Like Me: Intersectional Physics Identity Development of Multiply-Marginalized Students*
1:30 PM–2:15 PM
Presenter:
Xandria R Quichocho
(Texas State University)
Authors:
Xandria R Quichocho
(Texas State University)
Eleanor W Close
(Texas State University)
In our research we invite multiply-marginalized physics students—Black, Indigenous, Women of Color, LGBTQ+ women (including trans women) as well as gender nonconforming students— who study physics at Hispanic Serving Institutions to participate in semi-structured interviews about their unique experiences in physics and how their social identities affect their physics identity. All students were asked about their perceptions of their physics environments, their available support systems, and how they would describe a physicist. The analysis examines the narratives using intersectionality, critical race theory, critical queer theory, and decolonization theories, to fully understand the extraordinary lived experiences of our participants.
Throughout our analysis we found the themes of community, belonging, recognition, and professor support come appear regularly, and of students that studied at Texas State University specifically, found that the Physics Learning Assistant (LA) Program had multiple positive impacts on students. Participation as an LA aided in the development of an intersectional physics identity for the interviewees and initiated a cultural transformation within the department. We will present data highlighting the academic and social programmatic elements of the LA program that aid in the physics identity development, physics community participation, and academic success of these students.
*This work has been supported in part by NSF grants DUE-1557405, DUE-192859.Para I maestro-ku siha, I familia-ku, si nanåa-hu. Para I mañaina-hu siha I manmofo’na.
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