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What motivates students from non-traditional backgrounds to choose physics at university? Researchers at Communication and Learning in Science, among others, have investigated this question. The results present a multifaceted picture—one that can contribute to a more inclusive educational environment. The study is in the International Journal of Science Education, Part B.

Â鶹ÒùÔºics 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 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 Johansson.