TY - JOUR
T1 - Sexual harassment reported by undergraduate female physicists
AU - Aycock, Lauren M.
AU - Hazari, Zahra
AU - Brewe, Eric
AU - Clancy, Kathryn B.H.
AU - Hodapp, Theodore
AU - Goertzen, Renee Michelle
N1 - We are grateful to the CUWiP National Organizing Committee. L. M. A. thanks Ian Spielman for his support in this work. We thank Laura McCullough for her careful reading of the manuscript and Deepa Cheri for her double-check of part of the analysis. This work was supported in part by the National Science Foundation (NSF) under Grant No. PHY 1346627 and PHY-1622510, by the Department of Energy (DOE) under Grant No. DE-1346627, and by a U.S. Department of Energy (DOE) American Association for the Advancement of Science (AAAS) Fellowship sponsored by DOE and administered by the Oakridge Institute for Science and Education (ORISE) for DOE under Contract No. DE-SC00014664. L. M. A. was supported by an American Physical Society (APS) Congressional Science Fellowship. K. B. H. C. by the Illinois Leadership Center Faculty Fellows Program. The authors declare no conflict of interest. All opinions, findings, and conclusions or recommendations expressed in this paper are the authors’ and do not necessarily reflect the policies and views of NSF, DOE, ORAU, ORISE or APS.
PY - 2019/4/22
Y1 - 2019/4/22
N2 - Sexual harassment occurs more frequently in male-dominated fields and physics is a more male-dominated field than most other science, technology, engineering, and mathematics (STEM) fields. Thus, it is important to examine the occurrence and impact of sexual harassment on women in physics. A survey of undergraduate women, who attended a conference for undergraduate women in physics, revealed that approximately three quarters (74.3%; 338/455) of survey respondents experienced at least one type of sexual harassment. This sample was recruited from a large fraction of undergraduate women in physics in the United States. We find that certain types of sexual harassment predict a negative sense of belonging and exacerbate the imposter phenomenon. The types of sexual harassment that predict these outcomes, both forms of gender harassment, while seemingly less severe types of harassment, have been found to have substantially negative personal and professional consequences. These findings are important since prior work has found that sense of belonging and the imposter phenomenon are related to students' persistence in STEM fields. Our results have implications for understanding and improving persistence in physics by informing the community about the occurrence of sexual harassment and its effects so that we can begin to work towards reducing its occurrence and mitigating its effects.
AB - Sexual harassment occurs more frequently in male-dominated fields and physics is a more male-dominated field than most other science, technology, engineering, and mathematics (STEM) fields. Thus, it is important to examine the occurrence and impact of sexual harassment on women in physics. A survey of undergraduate women, who attended a conference for undergraduate women in physics, revealed that approximately three quarters (74.3%; 338/455) of survey respondents experienced at least one type of sexual harassment. This sample was recruited from a large fraction of undergraduate women in physics in the United States. We find that certain types of sexual harassment predict a negative sense of belonging and exacerbate the imposter phenomenon. The types of sexual harassment that predict these outcomes, both forms of gender harassment, while seemingly less severe types of harassment, have been found to have substantially negative personal and professional consequences. These findings are important since prior work has found that sense of belonging and the imposter phenomenon are related to students' persistence in STEM fields. Our results have implications for understanding and improving persistence in physics by informing the community about the occurrence of sexual harassment and its effects so that we can begin to work towards reducing its occurrence and mitigating its effects.
UR - https://www.scopus.com/pages/publications/85066401711
UR - https://www.scopus.com/pages/publications/85066401711#tab=citedBy
U2 - 10.1103/PhysRevPhysEducRes.15.010121
DO - 10.1103/PhysRevPhysEducRes.15.010121
M3 - Article
AN - SCOPUS:85066401711
SN - 2469-9896
VL - 15
JO - Physical Review Physics Education Research
JF - Physical Review Physics Education Research
IS - 1
M1 - 010121
ER -