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Astronomy identity framework for undergraduate students and researchers

Zachary Richards

Angela M. Kelly*

  • Department of Earth and Physical Sciences, York College, City University of New York, 94-20 Guy R. Brewer Boulevard, Jamaica, New York 11451, USA and Institute for STEM Education, Stony Brook University, 092 Life Sciences, Stony Brook, New York 11794-5233, USA

  • Department of Physics and Astronomy and Institute for STEM Education, Stony Brook University, 092 Life Sciences, Stony Brook, New York 11794-5233, USA

  • *Contact author: angela.kelly@stonybrook.edu
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Phys. Rev. Phys. Educ. Res. 21, 020127 – Published 16 September, 2025

DOI: https://doi.org/10.1103/wf14-c1yp

Abstract

This research was a qualitative transcendental phenomenological exploration of astronomy identity formation among astronomy majors and physics majors engaged in astronomy research. Participants (N=10), all of whom identified with traditionally marginalized groups in astronomy, were recruited from two large universities in New York state at different stages in their undergraduate careers. Social cognitive career theory and several science, technology, engineering, and mathematics identity frameworks conceptually guided the analysis of astronomy identity for undergraduate majors and undergraduate astronomy researchers by exploring participants’ interest in, choice to study, and persistence in astronomy. Themes related to astronomy interest were popular culture and directly observing astronomical phenomena, while astronomy choice and persistence were facilitated by experiences in introductory coursework, recognition from faculty, and socializing with peers. The emergent astronomy identity framework was characterized by six distinct yet interrelated constructs: (1) interest in astronomy, typically rooted in observing naturally occurring phenomena and engaging with popular culture; (2) recognition from peers, experts, and families; (3) peer socialization about shared astronomy experiences; (4) competence or the belief one can do the work of an astronomer; (5) sense of belonging within the astronomical community; and (6) astronomy career expectations. Findings from this research provide insights on factors that influence undergraduates in four-year colleges to study astronomy, and how students’ past experiences may lead to a natural interest in astronomy that may be fostered in secondary and postsecondary contexts. Implications suggest departments and institutions may facilitate the accessibility of astronomy at the collegiate level by promoting a more inclusive astronomy community, fostering interactions with astronomy faculty and graduate students, providing opportunities for undergraduate research, and communicating expectancy for astronomy-related future careers.

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Outline

Information

Phys. Rev. Phys. Educ. Res. 21, 020127– Published 16 September, 2025
  • Received 7 August 2024
  • Revised 13 August 2025
  • Accepted 19 August 2025
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