2016
DOI: 10.1007/s11422-015-9682-8
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Identity statuses in upper-division physics students

Abstract: We use the theories of identity statuses and communities of practice to describe three different case studies of students finding their paths through undergraduate physics and developing a physics subject-specific identity. Each case study demonstrates a unique path that reinforces the link between the theories of communities of practice and identity statuses. The case studies also illustrate how students progress and regress in their commitment to their subject-specific identities and their professional ident… Show more

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Cited by 23 publications
(21 citation statements)
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References 54 publications
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“…The phenomenographic research methodology is focused on distilling the critical aspects of particular experiences, and is therefore more broadly applicable in the Physics Education Research community (e.g. 18,48,[69][70][71][72][73][74][75] ). It provides the opportunity to explore students' and faculty's experiences at a deeper level and discover the nuances between their experiences.…”
Section: Discussionmentioning
confidence: 99%
“…The phenomenographic research methodology is focused on distilling the critical aspects of particular experiences, and is therefore more broadly applicable in the Physics Education Research community (e.g. 18,48,[69][70][71][72][73][74][75] ). It provides the opportunity to explore students' and faculty's experiences at a deeper level and discover the nuances between their experiences.…”
Section: Discussionmentioning
confidence: 99%
“…This perspective aligns with Vygotskian ideas of how one molds themselves constantly in relation to the world around them [44]. In the physics education research field, we take up the construct of identity to understand student trajectories into the field as well as to understand the reasons why some students decide not to enter or stay in the field [45][46][47]. In this work, we look to complicate the ways physics education researchers frame and measure how people identify with the physics discipline.…”
Section: B Identity Frameworkmentioning
confidence: 92%
“…Hazari et al [3] used Carlone and Johnson's framework on science identity to create a discipline-specific framework for physics identity that includes four constructs. This framework has been taken up in many studies in the physics education literature [40,[45][46][47]. The physics identity constructs include recognition from others as a good physics student, interest in physics content, competence, defined as the ability to understand physics content; and performance, defined as the ability to perform required tasks.…”
Section: B Identity Frameworkmentioning
confidence: 99%
“…To explore some of the causal factors that affect students' trajectories in physics, we selected three students for detailed case studies. 4 Our focus was on so-called affective factors-how students feel about physics-rather than assessments of their technical skills. A vast range of affective factors can influence a student's choice to pursue or persist with physics: encouragement from other people, personal interest in physics, perception of the importance of physics, physics test anxiety, and attitude toward physics, among many others.…”
Section: Changing Perceptionsmentioning
confidence: 99%