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Role of mentorship, career conceptualization, and leadership in developing women’s physics identity and belonging

Jessica L. Rosenberg1,*, Nancy Holincheck2, Kathryn Fernández1, Benjamin W. Dreyfus1,3, Fardousa Wardere2, Stephanie Stehle2, and Tiffany N. Butler2

  • 1Department of Physics and Astronomy, George Mason University, Fairfax, Virginia 22030, USA
  • 2College of Education and Human Development, George Mason University, Fairfax, Virginia 22030, USA
  • 3STEM Accelerator Program, College of Science, George Mason University, Fairfax, Virginia 22030, USA

  • *Corresponding author: jrosenb4@gmu.edu
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Phys. Rev. Phys. Educ. Res. 20, 010114 – Published 11 March, 2024

DOI: https://doi.org/10.1103/PhysRevPhysEducRes.20.010114

Abstract

The percentage of women receiving bachelor’s degrees in physics (25%) in the U.S. lags well behind that of men, and women leave the major at higher rates. Achieving equity in physics will mean that women stay in physics at the same rates as men, but this will require changes in the culture and support structures. A strong sense of belonging can lead to higher retention rates so interventions meant to increase dimensions of physics identity (interest, recognition, performance, and competence) may increase persistence overall and increase women’s retention differentially. We describe our model in which mentorship, an understanding of career options (career conceptualization), and leadership are inputs into the development of these dimensions of physics identity. This paper includes preliminary results from a qualitative study that aims to better understand how career conceptualization, leadership, and mentorship contribute to the development of physics identity and belonging. We report results from a survey of 15 undergraduate physics students which was followed up by interviews with 5 of those students. The students were from 2 institutions: a small private liberal arts college in the midwest region of the U.S. and a large public university in the southeast region of the U.S. classified as a Hispanic-serving institution (HSI). With respect to mentorship, consistent with the existing literature, we found that it could provide critical support for students’ engagement in the physics community. Leadership experiences have not previously been positioned as an important input into identity, yet we found that they helped women in physics feel more confident, contributing to their recognition of themselves as physics people. While the data on how career conceptualization contributed to the building of identity is limited, there are some connections to recognition and competence, and it will be an interesting avenue of future exploration.

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Phys. Rev. Phys. Educ. Res. 20, 010114– Published 11 March, 2024
  • Received 16 May 2023
  • Accepted 22 January 2024
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Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

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