• Open Access

Community of practice approach for understanding identity development within informal physics programs

Claudia Fracchiolla, Brean Prefontaine, and Kathleen Hinko
Phys. Rev. Phys. Educ. Res. 16, 020115 – Published 27 August 2020

Abstract

Studies on physics identity have shown that it is one of the main factors that can predict a person’s persistence in the field; therefore, studying physics identity is critical to increase diversity within the field of physics and to understand what changes can allow more women and minorities to identify with the field. In this study, we investigate informal physics programs as spaces for physics identity exploration. These programs provide unique conditions under which to study physics identity development along with other identities. Informal physics spaces allow for voluntary engagement, as well as elements of agency and autonomy within the exploration of physics. Thus, these spaces allow an identity to form outside of the constraints traditionally found in academic settings. In this work, we operationalized the community of practice framework to study the development of physics identities within university students who facilitate informal physics programs. We present the stories from two physics graduate students out of our sample to provide a context for testing the feasibility of the extended framework and to identify how experiences within an informal physics program can shape physics identity development. This paper presents the operationalized constructs within the community of practice framework, how these constructs are applied to the narrated experiences of our participants and highlights how we can use this framework to understand the nuances of physics identity development as well as the factors that can influence that development.

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  • Received 7 December 2019
  • Accepted 16 July 2020

DOI:https://doi.org/10.1103/PhysRevPhysEducRes.16.020115

Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Physics Subject Headings (PhySH)

Physics Education Research

Authors & Affiliations

Claudia Fracchiolla1, Brean Prefontaine2, and Kathleen Hinko2

  • 1University College Dublin, Belfield, Dublin 4, Ireland
  • 2Michigan State University, East Lansing, Michigan 48824, USA

Article Text

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Issue

Vol. 16, Iss. 2 — July - December 2020

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