Facilitating the self-determination of undergraduate women in physics: the role of external validation

ABSTRACT

Background: The representation of women in physics majors is persistently low despite ongoing calls for reforms to improve gender equality. This article builds upon prior research by applying the sociocognitive construct of self-determination in analysing women’s experiences leading to their choice of physics study, along with factors affecting their behavioural persistence and physics identity.

Purpose: The purpose of the study was to examine variables affecting women’s physics identities and persistence in pursuing their physics degrees. Factors were explored that impacted the self-determination of women in physics, that is, how their personal resources and socialisation facilitated regulatory behaviours to be successful in the major.

Sample: Six women physics majors were recruited from a research university in the Northeast U.S., where all had participated in undergraduate physics research.

Design and Methods: This qualitative cross-case study focused on undergraduate women to analyse factors that influenced their experiences in the major. Data collection focused on motivation and support, challenges they encountered, and how they overcame them. By examining these factors, common themes were identified regarding their recruitment and retention in physics, specifically in terms of social integration and external validation. Interview transcripts were analysed using a phenomenological approach to generate a set of integrated themes providing a theoretical explanation for physics major selection and persistence that incorporated aspects of competence, autonomy and social relatedness.

Results: The support of faculty, research opportunities and peer socialisation were factors that contributed to the development of self-determination. Hindrances that impacted women’s undergraduate experiences included negative gender stereotypes, persistent self-doubt, minority status and unwelcoming classroom cultures. Self-determination was characterised by social integration, confidence, and individual and collective agency.

Conclusion: A new explanatory framework for the persistence of women in undergraduate physics is proposed, suggesting self-determination is facilitated by external validation, which in turn moderates the impact of personal and social tensions.

KEYWORDS:

• Gender
• undergraduate education
• phenomenology
• physics education research
• self-determination theory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data of this article can be accessed here.

Additional information

Funding

This work was supported by the National Science Foundation (U.S.A.) [7686640].