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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