A equal scientific environment is about fair opportunities, but it is also about enhancing the quality of research. Studies show that diverse teams often perform better than homogeneous ones, making the pursuit of equality an effort to maximize research potential.
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Who Gets to Be a Physicist?
What motivates students from non-traditional backgrounds to choose physics at university? Researchers at Science Communication and Learning, among others, have investigated this question. The results present a multifaceted picture—one that can contribute to a more inclusive educational environment.
Physics has long been highlighted as a field where unequal representation of women and marginalized groups is particularly pronounced. This perception is echoed in the experiences of the interviewed students.
One of them describes it like this:
"I think physics is quite male dominated because of its culture. And because of the baggage people bring with them. I think many enter with, what should I call it, an Atlas complex. That the great smart man comes in with his giant brain and just solves all the problems. Smashes theories. Sweats testosterone all over the Nobel Prize."
The researchers interviewed 21 physics students from traditionally underrepresented groups, including women, first-generation university students, and immigrants. The study focused on how students themselves describe their reasons for choosing physics and what factors influenced their decisions.
"By analyzing their narratives, a complex web of personal motivations, social expectations, and cultural norms emerges. The research provides valuable insights into how physics is perceived and chosen by a broader group of students, which can help develop strategies for increased representation and inclusion," says Anders Johansson, senior lecturer and one of the researchers behind the study.
The researchers identified three recurring themes in the students' stories:
- Prestige and Ambition
Several interviewees associated physics with prestige and considered it a study choice that signals ambition and intellectual capability. For some, the subject was strongly linked to expectations—from parents, society, or themselves—about studying a prestigious subject and securing a "good" job. However, few stated that this was their primary reason for choosing physics:
"There is an idea that we are expected to choose freely based on interest and ability, which is why few admit that their choice is driven by less 'acceptable' motivations such as prestige or ambition," says Anders Johansson.
- Interest and Aptitude
A common driving force was a genuine interest in physics. Many described a typical journey where their curiosity for the subject was sparked in childhood and naturally led to their choice of studies. Their stories reflect a well-known image of the inquisitive child wanting to understand how things work, following a linear path from school to a career in physics.
- Contributing to Society
Another prominent motivation was the desire to make a difference. Some students saw their choice of physics as a way to contribute—by becoming role models or challenging the status quo. For some, this meant giving back to their families through a strong education, while others spoke of a broader ambition to positively impact society.
"The fact that more students choose physics from an idealistic perspective, where the subject is seen as a way to contribute to society, suggests a potential shift in physics culture. It challenges the traditional image of physics as a field for an intellectual elite and opens up a broader understanding of what physics can be—and for whom," says Anders Johansson.
Informal Environments Empower Women in Physics
Informal learning environments not only increase young women's chances of discovering physics, they also strengthen their interest and self-perception in the subject once they begin their studies.
"The study provides important insights into how young women can be empowered in physics and highlights the need for alternative learning environments that complement formal education," says Anders Johansson, senior lecturer and one of the researchers behind the study.
The researchers followed female physics students at Swedish universities, examining how they navigate a highly male-dominated discipline. The results show that many perceive traditional physics education as exclusionary, but that informal settings provide them with essential resources to build confidence and a sense of belonging—both during high school and at university.
"In these environments, young women can see themselves as physicists in ways that may not be possible within conventional education," says Anders Johansson.
An important aspect of informal networks is that they allow female students to meet role models, discuss physics on their own terms, and develop their identity within the field. Examples of such settings include physics clubs, popular science events, and internships in research environments.
The study shows that informal physics environments create supportive networks where female students can share experiences and strategies for overcoming challenges in their education. Many testify that they gain strength from interacting with other women in the field—something often lacking in traditional university settings.
The researchers emphasize that broader representation and more alternative learning environments could play a crucial role in making physics more inclusive and appealing to women.
"If we want to increase gender equality in physics, we must acknowledge the importance of these alternative spaces, where women receive the support they need to develop and grow in their professional identity," says Anders Johansson.
Physics – The Meaning of Life Beyond Equations
Physics is often described as an objective and universal science, where emotions have no place. But behind precise equations and cosmic theories lie stories of fascination, beauty, belonging, and existential questions. A new study from Communication and Learning in Science reveals this deeper dimension.
Although physics is often portrayed as a discipline in pursuit of absolute truths, free from subjective influences, many physicists testify that their work is shaped by both emotional and aesthetic experiences. Fundamental equations are often described as "elegant," and "mathematical beauty" has been a guiding principle for several prominent researchers.
"Research focused on equality often asks for whom science is valuable, but we wanted to explore why science is meaningful to people. This perspective can contribute to a more inclusive and human-centered scientific culture," says Anders Johansson, Senior lecturer and one of the researchers behind the study.
The researchers conducted in-depth interviews with three physics students from underrepresented groups about their paths to university-level physics.
"In various ways, they had encountered significant hardships in childhood and youth, and to some extent even as adults. For them, physics became a way to process these experiences," says Anders Johansson.
Tobias describes his relationship with physics as almost a religious experience:
"So I really want to give physics a chance because there's something deep inside me, almost religious. The idea of understanding even a tiny detail of nature makes you feel a little more… there’s something very magical about it. And it feels like I truly find it beautiful."
These words reflect the driving force uniting the three students. None of them attended high school programs that qualified them for higher education in science, but after several years in other professions, they found their way to university physics through adult education.
For Tina, science was always an interest, and the most profound experiences came from childhood moments spent stargazing. Exploring the night sky gave her a sense of connection to the cosmos and a visceral experience of awe—a reminder that life has meaning.
When I was a child and was looking out … so, every winter I was counting all the stars in Orion and looking for the Pleiades and … Ah, ‘now this is beauty – the universe; that’s what makes my brain turn on.
For Kamal, the ocean played a similar role. Its vastness and power have always been a source of both wonder and peace.
"Every time I visit my hometown, I want to sit by the sea and take walks there. There's something about it… I get this… just that magical feeling. It's just such a massive amount of liquid that basically controls everything on the planet yet is so fragile in a way. […] Well, people die, just like that. They go for a swim in the bay, and suddenly they are pulled out by a current, and in an instant, a life is just gone. That power the ocean has was very important to me back then."
The study shows that physics education can be more than just technical knowledge—it can also serve as a catalyst for personal and philosophical development.
"None of the interviewees felt drawn to physics in primary school. We need to research this further, but our findings suggest that physics education at all levels would benefit from integrating discussions on the philosophical and existential aspects of physics. This could give students a deeper and more holistic understanding of both the subject, themselves, and the world. More answers to the question of why someone should learn science are needed," says Anders Johansson
