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Abstract Title: Pathways to STEM: Understanding Identity of Adult Physicists through Narrative Analysis
Abstract: The PISEC afterschool program at CU Boulder relies on university educators (UEs) from the Physics Department to teach K-12 children from underrepresented populations. These UEs (undergrads and grads) hold valuable information about what it takes for an individual to pursue a path in physics. In order to learn how individuals make sense of their physics identities, six UEs were interviewed about their own pathways into the field. To analyze these interviews, we utilize a narrative inquiry process combined with Nasir's (2011) framework of racialized identity resources. These interviews are analyzed in a two-step process: 1) to understand how participants make sense of their journey into physics, and 2) to investigate how their stories connect to race and gender. We find that the way UEs talk about their pathways pulls on common discourses around race and gender in STEM and gives information about what resources were most influential along their way.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Simone Hyater-Adams
university of Colorado Boulder
2030 Athens st Apt C1-V
Boulder, CO 80302
and Co-Presenter(s)
Kathleen Hinko
Noah Finkelstein