At the PER group of King’s College London, we are conducting a mixed-methods research study exploring undergraduate physics identity formation, grounded in the frameworks developed by Hazari et al. [1] and Godwin [2]. The study investigates the interrelationships between self-efficacy, recognition, interest, and belonging, with a particular focus on how these dimensions differ across demographic groups. By combining Structural Equation Modeling (SEM) with focus group insights, we aim to produce a rich, intersectional understanding of how physics identity develops within the UK higher education context.
We are now looking to expand this research to additional institutions to increase the representativeness and impact of our findings. We invite physics departments, educators, and researchers interested in identity development and equity in STEM to collaborate with us.
What collaboration involves:
- Sharing a survey link with first-year undergraduate physics students
- Optionally hosting or supporting one or more focus groups (we will provide materials and guidance)
- Recognition in resulting publications and the opportunity for co-authorship depending on level of involvement
If you are interested in contributing or learning more, please get in touch at:
Tolúwalàse Akanbi-Akinlolu, toluwalase.akanbi@kcl.ac.uk
Supervisor contact: eva.philippaki@kcl.ac.uk
Together, we can help build a more inclusive and supportive physics learning environment.
References:
[1] Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.-C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003.
[2] Godwin, A. (2016). The Development of a Measure of Engineering Identity. ASEE Annual Conference & Exposition Proceedings.