Self-Determination of Women as Underrepresented Minorities in Undergraduate Physical Science

• In Event: Interventions Influencing Student Sucess
  In Roundtable Session: Research on Gender in STEM

Abstract

The representation of women in physics is persistently low despite calls for reforms to reach gender parity. This qualitative case study focused on undergraduate women at a research university to analyze factors that influenced their attraction to physics and their retention. Interview transcripts were analyzed using a phenomenological approach. The theoretical framework was based upon self-determination theory, comprised of three core constructs: autonomy, relatedness, and competence. The support of mentors and faculty, research opportunities, and socialization were factors that contributed to the development of self-determination. Hindrances that impacted women’s undergraduate experiences included negative gender stereotypes, the expectancy of brilliance to be successful, lack of appropriate lab resources, and lack of female physics professors. Recommendations based on participants’ suggestions are discussed.

Authors

• Ghada Nehmeh, Stony Brook University - SUNY

• Angela M. Kelly, Stony Brook University - SUNY