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Understanding familial capital and its implications for physics graduate programs

Geraldine L. Cochran1,*, Corey Ptak2, Jenna Tempkin3, Téa Boone4, Stella F. Nelson1, Sabrina R. Henige1, and Diana Sachmpazidi5

  • *Contact author: cochran.604@osu.edu
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Phys. Rev. Phys. Educ. Res. 21, 020116 – Published 22 August, 2025

DOI: https://doi.org/10.1103/j9ry-jqp4

Abstract

In recent years, multiple physics education research studies were conducted with a goal of understanding and improving graduate education in physics. Using a variety of frameworks and methodologies, these studies have documented policies and practices in graduate programs and the results of these studies have influenced policies and practices within graduate physics programs. Through this paper, we seek to contribute to this growing body of literature by uplifting the experiences of graduate students who have participated in bridge programs and identifying the implications of our findings on the policies and practices of departments aimed at improving graduate students experiences. Drawing on data from a larger study aimed at understanding culture within departments with bridge programs and utilizing the community cultural wealth framework, we elucidate the concept of familial capital and offer suggestions for how physics graduate programs might alter policies and practices to better leverage this particular form of capital.

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Outline

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Phys. Rev. Phys. Educ. Res. 21, 020116– Published 22 August, 2025
  • Received 24 September 2024
  • Accepted 23 July 2025
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Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

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