Informal physics programs as communities of practice: How can program structures support university students' identities?

TL;DR

This paper investigates how informal physics programs serve as communities of practice that support physics identity development among university students, highlighting program structures that foster inclusivity and engagement.

Contribution

It applies a Communities of Practice framework to analyze student-facilitator experiences, identifying program structures that enhance physics identity formation.

Findings

Different program structures support physics identity development.

Informal programs provide unique opportunities for identity growth.

Community engagement fosters inclusivity in physics.

Abstract

Many undergraduate and graduate physics students participate in some form of public engagement throughout the course of their studies, often through groups supported by physics departments and universities. These informal teaching and learning programs can offer unique opportunities for physics identity development. Understanding how physics identities can be fostered will allow us to work toward a field that is inclusive of more identities. In this study, we build on previous work to investigate student-facilitator experiences in three informal physics programs using an operationalized Communities of Practice framework. Through our analysis, we identify different structures within these programs that support physics identity development.