Author(s):
Prior studies indicate that the development of disciplinary identity and increased self-efficacy promote enhanced retention among students, especially among underrepresented minority populations in physics and other STEM fields. Much effort is devoted to improving these factors in a formal classroom or lab. Less studied are student experiences through informal physics programs that students facilitate. Prior research shows that facilitation of informal physics programs, also called outreach programs, helps university students develop their disciplinary identity, sense of belonging to the STEM community, and important career skills such as teamwork and communication skills. However, prior studies of informal physics programs were limited to a small number of programs, institutions, and facilitators. In this collaborative research, we developed a survey to measure students’ perception of their physics identity, self-efficacy, competence, mindset, and related constructs. The survey was distributed through the national network of Society of Physics Student chapters. I will share the preliminary results of closed and open-ended survey questions. Particular attention will be paid to similarities and differences between students who did, and did not, facilitate informal physics outreach programs, their mindset, as well as the complex network map of interrelated ideas across identity, belonging, competency, and career skills.
