There is a current push to understand and address the under-representation of Black folks in physics, and STEM more broadly. This dissertation presents research that explores this lack of representation through studies of identity and practice, premised on an understanding of systems of oppression operating within the culture of physics. This work includes studies that explore identity for Black physicists, and postulates that bridging the gaps between science and art can help us begin to address the challenges we face in physics learning environments. The first study presents the development of the Critical Physics Identity (CPI) framework, a methodological tool to understand the structural and systemic factors that impact identification with the physics discipline. The second study applies the CPI framework to analyze Black physicists's narratives in order to highlight themes in the institutional and structural resources that mold their physics identities. The third study explores ways that performance art might be used as a tool to address the issues found from the analysis of these narratives. This informs the iterative design and implementation of an informal physics program designed to support student identity, that incorporates the content and practices from the performing arts and from physics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]