Exploring Identity and Community Formation of Underrepresented Identities in Undergraduate Physics (Equity, Diversity, and Inclusion)

Physics is a space historically dominated by cis-gendered, heteronormative (cishet) white men. Underrepresented and minoritized identities are often assigned general roles that they are expected to inhabit, drawn from gendered expectations, ethnic stereotypes, etc. It can be difficult for these groups to move through the field based on the limitations of power structures and dynamics. I aim to explore undergraduate student and staff perspectives and attitudes toward identity development and community formation within physics. Such experiences can be analyzed under philosophical concepts including emotional and epistemic labor, epistemic injustice, and hermeneutical injustice. Drawing ideas from conversations and literary reviews of underexplored topics, I will discuss possible ways to explore the identity formation of students in physics and potential improvements to the physics classroom that can support inclusivity and diversity. Secondly, I aim to identify sources of bias in undergraduate academia to create more inclusive and welcoming spaces for students learning physics. I will share information and qualitative data I collected during oral histories with Illinois State University physics faculty, which included suggestions, improvements, and strategies to further Equity, Diversity, and Inclusion efforts.