Physics identity: examining the role of recognition for undergraduate women in physics

Physics identity is developed over time as a result of students' experiences in and beyond physics.Prior studies demonstrate that physics identity predicts choice of major, success, persistence, and sense of belonging in physics.In this study, we highlight the cases of two undergraduate women in physics from a larger project focused on the formation of physics identity.We examine the role external STEM and physics recognition plays from early experiences through their current undergraduate studies.This study calls attention to the importance of context, and the gendered role that family, community, and society play in accumulation of STEM capital, and physics identity formation.