How women and lesbian, gay, bisexual, transgender, and queer physics doctoral students navigate graduate education: The roles of professional environments and social networks

• Published in: Physical review. Physics education research Vol. 20; no. 2; p. 020115
• Main Authors: Gutzwa, Justin A., Barthelemy, Ramón S., Amaral, Camila, Swirtz, Madison, Traxler, Adrienne, Henderson, Charles
• Format: Journal Article
• Language: English
• Published: American Physical Society 01-09-2024
• ISSN: 2469-9896; 2469-9896
• DOI: 10.1103/PhysRevPhysEducRes.20.020115

Despite knowing physics and astronomy doctoral programs are laden with identity-based inequities, they continue to push minoritized students to the margins. This qualitative social network analysis of 100 women and/or lesbian, gay, bisexual, transgender, queer, and more ( LGBT + ) physics and astronomy Ph.D.’s explores how minoritized physics and astronomy students utilize social networks to navigate departmental exclusion. Our findings indicate that many of the participants’ identities were often unacknowledged or negatively addressed within their graduate education, with only four participants reporting a positive or favorable experience during this period of their career. Direct support from peers, faculty, and identity-based affinity groups was necessary for participants to navigate their educations. This study demonstrated that generic best practices often cannot fully support the diverse range of persons who come to physics and that identity-neutral values in physics further isolate students by insinuating that their own minoritized experiences are not valid.