PERC 2019 Abstract Detail Page
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| Abstract Title: | Supporting Multiple Identities in Informal Spaces: Examining Design Choice |
|---|---|
| Abstract: | Informal physics programs often have the aim of the supporting and cultivating physics identities; however, a student is more than just a physicist. We believe that the multiple identities integral to a student must be supported within these experiences. Informal physics programs that intentionally blend physics learning with other areas of interest (art, music, sports, etc.) are supportive of more than just the student's physics identity, including their racial, cultural, and gender identities. In this work, we theorize that blended informal physics programs can be examined using both Critical Race Theory and Critical Physics Identity frameworks to understand how program design possibly supports diverse identities. To demonstrate this hypothesis, we analyze an informal physics practitioner's interview about a youth program involving both art and physics. We look at connections between the theoretical constructs from the two frameworks to understand how informal spaces can be designed to support multiple identities. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B16 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Brean Prefontaine Michigan State University 300 N Hayford Ave Lansing, MI 48912 Phone: 215-78-1442 |
| Co-Author(s) and Co-Presenter(s) |
Dr. Kathleen Hinko, Michigan State University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
