How Women Persist in Undergraduate Physics
Previous research examining the experiences of physics students has documented that women report lower self-efficacy during their physics classes, are less likely to identify as physicists, less likely to have supportive and encouraging interactions with professors, and less likely to feel a sense of belonging in physics departments (AIP, 2020 ). With women earning only 25% of physics bachelor’s degrees (Mulvey & Nicholson, 2025 ), it is important to improve the experiences of women in undergraduate physics to help them persist until graduation.
College physics professors and instructors play an essential role in encouraging women and supporting them throughout their physics programs. For example, in a follow-up survey of physics bachelor’s degree earners (Mulvey & Pold, 2024 ), men and women were asked to identify why they decided to pursue a physics major from a list of options. After comparing responses by gender identity, only one motivation to major in physics was more likely to be selected by women: a college or university professor or class.
Influences on Physics Bachelors Decision to Pursue Physics
Figure 1: Influences of Physics Bachelors Decision to Pursue Physics, Classes of 2021 and 2022 Combined
In this report, we extend our previous work on Attrition and Persistence in Undergraduate Physics Programs (Porter, Chu, & Ivie, 2024 ). Previously, we analyzed gender differences among undergraduate students who lost interest in a physics major, and this report focuses on gender differences among students who persisted and graduated with a physics bachelor’s degree. By focusing on physics graduates, we can see a more complete picture of the experiences of women in undergraduate physics.
Challenges for women graduating in physics
This analysis includes the experiences of 275 graduating physics bachelors (27% were women). We used data from an online survey completed by graduating students and from interviews with a subset of these students. Study methods are described in more detail at the end of the report.
Women graduating with a physics bachelor’s degree reported a less positive social experience than men. Logistic and linear regressions showed that women were significantly more likely than men to
- Feel discouraged at some point during their physics experience, specifically about interactions with students, interactions with faculty members, and career opportunities
- Rate their physics department climate as more negative
- Feel less comfortable interacting with professors outside of class
- Feel they perform worse on physics assignments compared to their peers
- Feel less confident in their math skills
- Have witnessed, heard about, or experienced discrimination
Women in our sample were significantly more likely than men to have participated in research experiences. This indicates that self-confidence challenges existed for women despite having access to research or career-building opportunities.
There were no significant gender differences in women’s likelihood to feel comfortable interacting with study groups or feel a sense of community with their peers, suggesting that men and women were receiving similar social support from peers, even if women were also simultaneously experiencing more challenges from peers.
To collect more detailed information, 75 graduating students (31% were women) were interviewed about their physics experience. Our interviews with women similarly reflected negative experiences in the social environment due to feelings of isolation and competition:
“It was quite a shock coming from high school because my school is evenly split between boys and girls. It was strange to go to college and not have that be the case. Having more girls would lend itself to not feeling so out of place.”
“During office hours sometimes, there would be a bunch of guys there, but if I know some of them are a little bit more prejudiced, I feel more hesitant to ask questions. I would be more likely to email the professor because it seems like then you’re admitting a weakness and you don’t want to give them a reason to say you’re not as good as them.”
How professors supported women in undergraduate physics
Despite the challenging social environment in physics, the women we talked to still managed to persist. Physics professors were an important reason for their persistence. In our interviews, students mentioned four specific instances of discrimination and discouragement for women, and in all four instances, physics professors (including both men and women) supported them.
A woman was supported after being harassed by an older professor at a conference:
“I’ve had either uncomfortable or inappropriate interactions with older, more renowned professors… It definitely has discouraged me from continuing physics… I went to a conference… There were maybe 10 women total and I was one of the only undergraduates there. During one of the poster sessions while I was walking around, an older professor came up to me and said some inappropriate comments about me being a woman and tried to take a picture with me. Completely disregarded my identity as a scientist. I did report it, but with older and tenured professors… they don’t know or don’t care. They choose not to behave appropriately… I told my advisor because I trusted him. I felt very comfortable around him and knew that he would support me… he knew what to do because he was involved in the field, knows everyone there, and was able to contact the right people.”
A woman was supported after being discouraged by a male physics professor:
“Having a male professor tell me I wouldn’t be able to succeed in a specific course is quite discouraging… I would bring these concerns [about gender biases] to [my professor], and she would help me realize that they’re not valid. I do have a place in the physics department. It’s unfortunate that these instances still occur, but ultimately, if you want to get anywhere, you have to move past them and prove them wrong.”
A student’s female friend was supported after being made fun of by men in class:
“My best friend in physics is a girl. In one of her freshman physics classes, she answered a question and one of the guys in the class made fun of her. The professor immediately said, ‘We’re not doing that here,” pulled her aside after class and said, ‘Your answer was great. I’m glad you participate. I hope you know what he said was not true and it’s not gonna be tolerated.’”
A woman was supported after losing confidence about graduate school:
“We met another female faculty member who became a good mentor. We would tell her ‘Oh, I want to go to graduate school, but I don’t think I’m smart enough,’ and she was very encouraging and trying to make sure that we would shoot for as far as we can.”
How peers supported women in undergraduate physics
Social support for women was not limited to professors. Women in our interviews found support in many places, which improved their physics experience and contributed to their feeling of belonging and community.
Women were supported by Women in Physics groups on campus:
“My Women in Physics group, they talk a lot about diversity. They have meetings in which they get other women in physics from different parts of the world to give talks.”
“I was involved in the Women in Physics mentoring group. I spent several semesters being mentored by the same grad student. We met up several times a semester, and they were super helpful in terms of getting me information about ‘How does grad school work?’ ‘How do you succeed as a physics student who’s a woman?’ They had social events, they had study sessions, they had board game nights, went on field trips… fostering this supportive community of people.”
Women were supported at Conferences for Undergraduate Women in Physics (CUWiP):
“They have CUWiP, where they have workshops to help you with imposter syndrome and applying to grad school and help you navigate through courses.”
Women were supported in study groups with peers (including both women and men):
“In both of my recitations, we got to choose our groups. I was in groups of other women who were pursuing physics. I felt like we could share our voices and actually work through problems together.”
“The study group I was working with my junior year was almost entirely boys. They were very friendly and lovely. I would not say [they were] intimidating to approach or work with.”
Conclusions
Social support, especially support from professors, is important for women. While no department is perfect and negative experiences still happen, the intervention of good professors can turn negative experiences into positive ones and demonstrate to women that they still belong in physics. Our interviews showed several examples of how women were encouraged by physics faculty members, peers, and support groups to continue in physics despite the challenges they faced in their social environment.
However, there are women out there who have negative experiences and never receive such support. In our previous report (Porter, Chu, & Ivie, 2024 ), women who lost interest in a physics major described instances where male peers disregarded them during introductory physics group work, contributing to their decision to leave. They did not receive any intervention from physics professors. If they had received such support, perhaps they might have decided differently.
All faculty members should follow the example of many of their colleagues and be approachable and accessible to build trust with the women in their programs. We understand that even the best professor cannot be everywhere at once, so it is important for physics departments to create multiple avenues for women to seek and receive social support, and ensure that first-year students are aware of these opportunities. These can include resources such as Women in Physics campus groups, seminars and events about women’s experiences, mentorship programs, and study groups.
Although this report focuses on the experiences for women specifically, the support and resources in physics departments discussed here can help all students have a better physics experience. We appreciate the hard work of all the physics teachers, professors, mentors, and students who strive to make physics the best experience possible for women and all their students.
Study methodology
These results are from an AIP Research study called “Attrition and Persistence in Undergraduate Physics Programs,” a five-year longitudinal study conducted at four large public institutions from 2018 to 2023. The study examined the experiences of students graduating with a physics bachelor’s degree and students who lost interest in a physics major. Detailed information on study methodology and data collection are described in the previous report (Porter, Chu, & Ivie, 2024 ).
Graduating physics students shared their experiences in physics via an online survey, and survey respondents were invited to participate in one-on-one phone interviews describing their experience in more detail. There were 275 graduating students who completed the online survey, and, of those students, 75 participated in interviews.
Results comparing the experiences of men and women among graduating students were analyzed using logistic and linear regression models. Gender identity was an independent variable in the model, with race/ethnicity and institution also included. Any findings labeled “significant” had p < 0.05. Students identifying as an additional gender identity were surveyed, but there were too few to include in regression analyses.
Interview results were qualitatively analyzed using grounded theory methodology, by identifying and refining themes that emerged in the interview transcripts. Interviewed students were asked to describe what helped them succeed and what challenged them in physics. They were not asked directly about the experiences of women in physics, and discussions about women’s experiences emerged organically as respondents discussed their personal challenges.
References
American Institute of Physics. (2020). The time is now: Systemic changes to increase African Americans with bachelor’s degrees in physics and astronomy. Retrieved at https://www.aip.org/sites/default/files/aipcorp/files/teamup-full-report.pdf.
Mulvey, P. & Pold, J. (2024). Physics bachelors: Influences and backgrounds. Retrieved at https://ww2.aip.org/statistics/physics-bachelors-influences-and-backgrounds .
Mulvey, P. & Nicholson, S. (2025). Percent of bachelor’s, master’s, and doctorates in physics earned by women, classes 1991 through 2023. Retrieved at https://ww2.aip.org/statistics/percent-of-bachelors-masters-and-doctorates-in-physics-earned-by-women-classes-1991-through-2023.
Porter, A.M., Chu, R., & Ivie, R. (2024). Attrition and persistence in undergraduate physics programs. Retrieved at https://ww2.aip.org/statistics/attrition-and-persistence-in-undergraduate-physics-programs.
