Title: Social networks as identity supports for minoritized students in physics
Recent research suggests that certain characteristics of physics departments can in fact create counterspaces within the department which support minoritized students (Johnson et al., 2017). Inspired by this, we investigated the role that a network of support for minoritized students in a physics department has on students’ experiences in their physics program. We will present data suggesting that this network can promote forms of participation that might be beneficial for the identity work of minoritized students in the department. We also caution that networks are fragile and in tension with institutional support.