Black physics Ph.D.s are more than twice as likely as other groups to teach in high schools and community colleges, giving their students a chance to learn from new role models. TheMissingPhysicists
This story is part of a special package being published this week about the barriers Black physicists face and potential models for change.For years, Maritza Tavarez-Brown couldn’t talk about the end of her astronomy career without tears. She’d wanted to be an astronomer since high school. But she struggled in her introductory physics classes at Yale University. At one point, she remembers, the department chair told her she should reconsider her major.
Today, “Dr. T,” as her students call her, is still at Forest Ridge, and she is part of a long but little-known tradition in U.S. science education: For decades, Black Ph.D. scientists have opted to teach outside the ivory tower in proportions higher than any other race or ethnicity.
Kimberly Griffin, a professor of higher education, student affairs, and international education policy at the University of Maryland, College Park, cautions that it would be a mistake to assume that Black Ph.D. holders who opt for precollege and community college teaching careers are somehow settling. “This might be a very intentional choice,” Griffin says—“different than what they anticipated when they started [their Ph.D.], but still very intentional.
Cohen Gibbons’s realization, years into her graduate studies, that an academic research career wasn’t for her is hardly unusual. Studies have repeatedly found that, in aggregate, students tend to lose interest in faculty positions over the course of their graduate careers. In a 2017 study that surveyed more than 850 U.S.-based Ph.D. students in physics, chemistry, engineering, computer science, and the life sciences, nearly one-third of students who entered their Ph.D.
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