How the physics culture shapes the experiences of undergraduate women physics majors: A comparative case study of three physics departments

TL;DR

This study compares the experiences of undergraduate women in three diverse physics departments to understand how departmental culture influences inclusivity and support for marginalized students, aiming to inform improvements in physics education environments.

Contribution

It provides a comparative analysis of physics department cultures and their impact on undergraduate women, using theoretical frameworks to identify factors that promote or hinder inclusivity.

Findings

Department culture significantly affects women's experiences in physics.

Instructors play a crucial role in establishing inclusive environments.

Positive departmental cultures support marginalized students' success.

Abstract

We present comparative case study of three physics department culture from different institutions using the experiences undergraduate women. The three studies conducted in the United States include Johnson's 2020 study in a small physics department at a small predominantly White liberal arts college, Santana and Singh's 2023 study at a large predominantly White research institution, and Santana and Singh's 2024 study in a medium-sized physics department at a small predominantly White private liberal arts college. Using synergistic frameworks such as Standpoint Theory, Domains of Power, and the Holistic Ecosystem for Learning Physics in an Inclusive and Equitable Environment and reflections from undergraduate women, we aim to understand how those in the position of power, e.g., instructors, have important roles in establishing and maintaining safe, equitable, and inclusive environments for undergraduate students. Their accounts help us contrast the experiences of undergraduate women in physics departments with very different cultures. This comparative analysis is especially important for reflecting upon what can be done to improve the physics culture so that historically marginalized students such as women and ethnic and racial minority students in physics feel supported and thrive. In particular, this comparative case study can be invaluable to understand the positive and negative aspects of the physics culture as they impact undergraduate women majoring in physics within these three departments. This analysis can help other physics departments contemplate strategies to improve the physics culture so that all undergraduate physics majors have validating experiences while navigating their physics journey regardless of their identities.