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Identity development is critical to student retention in physics degree programs. Historically, research on physics identity has been conducted at Predominately White Institutions and has largely ignoring the unique identity intersections experienced by Black, Indigenous, and women of color (BIWOC) and women who identify as Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+). In this study, we adopt the theory of identity as performance to better understand how multiply-marginalized students negotiate their multiple intersectional identities in their environments. We conducted semi-structured interviews with women who identify as racial minorities and/or as LGBTQ+ at two Hispanic-Serving Institutions located in Central Texas. Our analysis focuses on the way students fragment or integrate their identities in the physics setting and how this may affect their view of themselves as physicists.

Understanding physics identity development through the identity performances of Black, Indigenous, and women of color and LGBTQ+ women in physics