Characterizing identity-supportive aspects of the TXST Physics LA Program through the critical physics identity framework

Studies show the negative impact that racism, sexism, homophobia and transphobia have on students who identify at the intersections of marginalized identities as they pursue STEM fields. The physics field is among the worst, being the most male-dominated of the sciences and one of the least racially and ethnically diverse.

In our research we invite multiply-marginalized physics students—Black, Indigenous, Women of Color and LGBTQ+ women—studying physics at a Hispanic Serving Institution to participate in semi-structured interviews about their unique experiences in physics and how their social identities affect their physics identity. We use an identity lens based in critical race theory to investigate the lived experiences of multiply marginalized physics students to better understand the ways their identities as physicists have developed throughout their time studying at an HSI; including time working as LAs in the Texas State Physics LA Program for the majority of our participants. We analyze these narratives using the Critical Physics Identity framework to see in what ways LA participation overlaps with participants’ racialized and/or queer experiences studying physics. We will discuss the ways the LA Program acts as multiple material resources that provide access to identity-supportive structures for multiply marginalized students in the program.