Graduation Year


Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts



Reader 1

James Higdon

Reader 2

Janet Sheung

Terms of Use & License Information

Terms of Use for work posted in Scholarship@Claremont.


Physics Education Research (PER) has historically and contemporarily identified participation gaps from students with minoritized identities in Physics. What are the unique qualities of the Physics field that are discouraging or impeding the participation of students with minoritized identities? What characterizes the Physics culture and how does it impact the experiences of these students in Physics? Do Keck Physics courses emulate a culture that sustains these participation gaps? This study consisted of participants that responded to a survey of matrix-rating scale questions, as well as demographic questions. This survey was designed to illustrate the levels of awareness, self-efficacy, and feelings of inclusion of 5C students and alumni with respect to their experience in an in-person Physics course at Keck. The motivations of this survey were also to assess the extent to which student responses were correlated to their racial, ethnic, and/or gender demographics. Some trends in the results indicate that students who identify as female and Black, Latinx, and/or Asian experienced less self-efficacy and less feelings of inclusion than White, female students. Gauging the Physics classroom culture through student feedback in such a survey is the first step in trying to create a more inclusive environment for minoritized students who may be interested in further pursuing Physics in academia or their career.

This thesis is restricted to the Claremont Colleges current faculty, students, and staff.