PhD bridge programmes as engines for access, diversity and inclusion

TL;DR

This paper reviews PhD bridge programmes in physics and astronomy, highlighting their role in enhancing access, diversity, and inclusion, and discusses lessons learned to improve underrepresented student participation.

Contribution

It provides an overview of successful PhD bridge programmes and extracts lessons applicable to broader physics and astronomy PhD initiatives.

Findings

Bridge programmes help overcome societal and disciplinary barriers.

Successful programmes show promising results in increasing diversity.

Lessons learned can be applied to improve access and inclusion.

Abstract

The lack of diversity in physics and astronomy PhD programmes is well known but has not improved despite decades of efforts. PhD bridge programmes provide an asset-based model to help overcome the societal and disciplinary obstacles to improving access and inclusion for students from underrepresented groups and are beginning to show some success. We describe several well-known PhD bridge programmes in the United States and discuss lessons learned from their experiences. Many of these lessons can be extended more broadly to physics and astronomy PhD programmes to increase access, diversity and inclusion.