Abstract
A tool is presented to critically examine physics identity with special attention to the impacts of structural and systemic racism.
Highlights
Black physicists are significantly underrepresented in physics, and the percentage of Black students obtaining physics bachelor’s degrees is declining [1,2]
While we focus this work on the experience of Black physicists, we know that there are many marginalized communities in the field who face similar issues when encountering physics culture
There is a growing need for more critical work in physics education research, both theoretical and empirical, in order to push the field of physics forward into a more inclusive and equitable future
Summary
Black physicists are significantly underrepresented in physics, and the percentage of Black students obtaining physics bachelor’s degrees is declining [1,2]. There is a breadth of research that examines the ways that race impacts the experiences of students of color in STEM. These studies show how the culture of academia broadly, and even more so STEM disciplines, creates an unwelcoming and unhealthy place for people of color. There is much research focused on understanding and addressing racialized and gendered experiences in STEM [5,6,7,8,9] Within this literature, studies investigate the experiences of people of color and women in the K–12 [10,11], 2469-9896=18=14(1)=010132(19).
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