Identity Perspectives in Research on University Physics Education: What Is the Problem Represented to Be?
Book chapter, 2022

In recent years, research in higher education physics has paid increased attention to identity issues. In this critical review of the literature, we query research projects with the question “what is the problem represented to be” in order to elicit a discussion of the state of research on identity in university physics, and to discuss possible lessons to be learned for future developments. In particular, we outline four “problematizations” implied by how identity is conceptualized and used in research papers using identity: (1) students fail to develop a physics identity; (2) underrepresented students do not develop enough of a physics identity; (3) normative physics identities impede equal participation, and; (4) normative physics identities have consequences for what physics knowledge is produced, and the role of physics in society. With examples from the literature and our own research, we highlight the implications of the various ways in which identity has been approached. We discuss the risks of some approaches representing students as “deficient” without problematizing physics itself, and highlight the under-explored potential of analysing identities, knowledge and social justice together. With this, we aim to provide a background for critical developments of identity studies in physics education.

Identity

Problematization

Physics education

Equity

Epistemology

Social justice

Author

Anders Johansson

Chalmers, Communication and Learning in Science, Engineering Education Research

Johanna Larsson

Chalmers, Communication and Learning in Science, Engineering Education Research

Uppsala University

Contributions from Science Education Research

22133623 (ISSN) 22133631 (eISSN)

Vol. 12 163-184
978-3-031-17641-8 (ISBN)

Subject Categories

Didactics

Learning

Pedagogy

DOI

10.1007/978-3-031-17642-5_8

More information

Latest update

7/12/2024