Understanding student experiences in informal physics programs using the communities of practice framework

Studies on physics identity have shown that it is one of the main factors that can predict a person's persistence in the field; therefore, studying physics identity is critical to increase diversity within the field of physics and to understand what changes can allow more women and people of color to identify with the field. Informal physics spaces are not only made up of youth participants, but also facilitators who can be undergraduate or graduate student volunteers. In this work, the experiences of facilitators within informal physics programs are investigated as spaces for physics identity development. Thus, the driving question for all of this work is: In what ways can participating as a facilitator within an informal physics program affect identity development? The data for these studies were collected through observations, written artifacts, and semi-structured interviews with those who facilitated the informal physics programs. In order to understand more about the experiences of the facilitators, the informal physics programs were viewed as Communities of Practice (CoP), and the CoP framework was operationalized within the context of these spaces. First, stories from two physics graduate students out of the interview sample are presented to provide a context for testing the feasibility of the extended framework and to identify how experiences within an informal physics program can shape physics identity development. Then, the operationalized CoP framework is used to study three distinct informal physics programs to understand the structures that support physics identity development. Finally, informal programs that combine physics and music/art are examined with the operationalized CoP framework to understand how these blended spaces can form communities of practice and support identity development. Analysis showed that the CoP framework is an effective tool for analyzing informal physics programs and highlights the structures that lead to identity development. These findings indicate that informal physics programs that operate with a CoP structure can provide valuable experiences to undergraduate and graduate facilitators that lead to physics identity growth.