In(ex)clusion in higher education mathematics and physics: Identity enectment in educational trajectories and scientific practices

The project takes a novel approach to understand processes of inclusion and exclusion in higher education mathematics and physics by focusing on the relationship between students’ identity enactment and scientific practices.

It investigates the trajectories of students from diverse, underrepresented backgrounds when entering university mathematics and physics, and how students enact an identity when engaging in their bachelor studies. The project is informed by two empirical studies. Study 1 is based on a questionnaire distributed to first year students.

The analysis will be used to identify patterns  between the students’ trajectories and aspirations and the students’ gender, cultural capital, ethnicity or migration background. Study 2 is a longitudinal, qualitative investigation.

It analyses how the students’ identity enactment and the discursive/material configurations of mathematics and physics practices shape one another.

A data set, consisting of time-line interviews and walking ethnographies, will be analysed to identify configurations of identity that promote students’ successful engagement.

The project advances existing research by bringing together mathematical and physics identity research, with a theoretical approach inspired by socio-material studies, and a mix-method longitudinal methodological design.

The project contributes to re-examine the challenges of retaining a diversity of students in university mathematics and science education.