Reflections of Cultural Wealth: Exploring Identity in Physics through Photo Elicitation

TL;DR

This paper introduces a photo elicitation method rooted in critical race theory to help physics students explore and affirm their cultural identities, fostering inclusion and reflective engagement in STEM education.

Contribution

It presents a novel, accessible activity that integrates students' lived experiences into physics learning to promote diversity and inclusion.

Findings

Enhances student engagement and sense of belonging

Fosters reflection on identity and motivation in physics

Provides practical implementation guidance

Abstract

This paper presents a photo elicitation project that invites students to explore their identities in STEM and surface the cultural wealth they bring into the physics classroom. Grounded in critical race theory, educational theory, and affective neuroscience, the project asks students to take original photographs representing aspects of their lived experience-such as motivation, belonging, and support systems-and to write short reflections connecting these images to their journey in science. The activity affirms students' backgrounds and values as meaningful resources for learning physics, while also fostering connection, inclusion, and reflective engagement. Practical guidance for implementation is provided. This adaptable, low-barrier practice offers an accessible entry point for instructors seeking to humanize physics education in powerful and inclusive ways.