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Abstract Title: The Development and Measurement of Identity across the Physical Sciences
Abstract: Drawing from earlier work of Gee (1999), Carlone (2004), and Shanahan (2009), we developed a framework for "good physics student role identity" or, more simply, "physics identity" which is a reliable proxy for students' affinity towards physics and is predictive of students' career choices. This framework was postulated to be comprised of performance beliefs, competence beliefs, recognition beliefs, and interest (Hazari et al, 2010).  Subsequent investigations showed that performance and competence beliefs are not distinct (Potvin et al, 2011; 2012) and the combined performance/competence construct is somewhat akin to Bandura's self-efficacy (Bandura, 1986).  Recent work has extended this framework to mathematics (Cribbs et al, 2012) and engineering (Godwin et al, 2013).  We conclude with a discussion of the future of the framework for understanding "best practices" in STEM classrooms.
Abstract Type: Symposium Poster
Targeted Session: Identity Development in Physics

Author/Organizer Information

Primary Contact: Geoff Potvin
Clemson University
and Co-Presenter(s)
Zahra Hazari, Clemson University