PERC 2025 Abstract Detail Page
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| Abstract Title: | Introductory physics students connecting their physics experiences and personal perspectives |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Physics students often experience a disconnect between their social identities and their learning of physics. To explore this, we analyzed 669 written survey responses from students in calculus-based introductory physics courses, where they were asked how their personal experiences and perspectives shaped their understanding of physics. Using the Critical Physics Identity framework, we categorized the types of experiences students identified as influential. While most students acknowledged that their perspectives affected their learning, they primarily referenced aspects related to Personal Characteristics within the Ideational Resource construct, followed by Material Resources. Only a small portion mentioned perspectives linked to their social identities as seen in the Positioning in Physics code, despite having previously provided demographic information. We argue that this pattern reflects a dominant physics learning culture that presents the discipline as neutral and objective, often ignoring the role of broader social structures--particularly in the experiences of marginalized students. |
| Session Time: | Poster Session B |
| Poster Number: | B-138 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Clare Bentley Western Washington Unviersity Bellingham, WA 98225 Phone: (253) 627-3007 |
| Co-Author(s) and Co-Presenter(s) |
Trà Huỳnh (she/her/hers), Western Washington University Rox Rox (they/them/theirs), Western Washington University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
