Tolúwalàse Akanbi-Akinlolu, from King’s College London gave a seminar on Thursday 19th February at 12pm.
Title: Belonging and Physics Identity among Physics and Mathematics Undergraduates: An Intersectional Mixed-Methods Study
A recording of the webinar is available at this link.
Abstract:
This study examines how undergraduate physics and mathematics students at a UK research-intensive university experience belonging and physics identity, with particular attention to students from underrepresented groups. While sense of belonging is widely recognised as a predictor of retention and success in STEM, its relationship to physics identity remains underexplored, especially from an intersectional perspective.
Using a mixed-methods design, the initial phase of the research collected survey data from 24 students and conducted 14 semi-structured interviews. Findings highlighted persistent experiences of exclusion, stereotyping, and structural inequity, particularly among women and racially minoritised students. Participants described gendered and racialised microaggressions, limited staff approachability, and the importance of identity-affirming peer networks. Thematic analysis underscored the role of peer relationships, supportive staff practices, and inclusive academic spaces in shaping students’ sense of belonging.
Building on these insights, the research has progressed into a new mixed-methods study focused explicitly on physics identity and its four interrelated dimensions: self-efficacy, interest, perceived recognition, and sense of belonging. The current study integrates survey measures with focus groups to examine how physics identity is constructed and constrained across intersecting social positions. Preliminary findings will be discussed, with particular attention to how disciplinary cultures and institutional practices interact to shape physics identity development.
This work contributes to physics and science education research by demonstrating the value of intersectional mixed-methods approaches for understanding layered identity experiences in STEM and offers actionable insights for equity-focused pedagogy and institutional policy.
Keywords: Physics identity; Intersectionality; Sense of belonging; Mixed-methods research
Bio:
Toluwalase (Tolu) Akanbi-Akinlolu is a PhD researcher in Physics Education Research at King’s College London. Her work explores physics identity, belonging, and participation among undergraduate physics and mathematics students in the UK, with a particular focus on intersectionality and equity in STEM.
Alongside her research, she works extensively in physics education and outreach, collaborating with organisations including the Institute of Physics and Blackett Lab Family to design and deliver programmes that support student belonging, widen participation, and promote inclusive cultures within physics. She currently serves as a Parliamentary Research Intern in the House of Lords, contributing to policy work on numeracy, education, and digital skills.