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  • Open Access

How to design research-aligned diversity, equity, and inclusion interventions in physics

Angela Johnson*

  • *Contact author: acjohnson@smcm.edu
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Phys. Rev. Phys. Educ. Res. 22, 010601 – Published 15 June, 2026

DOI: https://doi.org/10.1103/q643-8928

Abstract

Physicists have called for “a culture and climate that not only is harassment-free but includes people taking active steps to support those who are minoritized … learning spaces that … provide positive experiences where everyone is supported and valued” [A. V. Knaub et al., Changing culture and climate to prevent sexual harassment in the physics educational setting, Phys. Teach. 58, 352 (2020)]. In this paper, I provide guidance on how to design DEI interventions to support this goal. I address common critiques of DEI interventions and the research base supporting the use of interventions, and discuss physics-specific considerations around DEI interventions [especially concerns about (i) dealing with skeptical participants, and (ii) inadvertently making conditions worse for minoritized participants]. I lay out possible outcomes of DEI interventions, including: increasing participants’ awareness of bias; teaching participants to overcome bias; increasing motivation to reduce bias; increasing physics identity; providing recognition to physics students; and increasing the sense of belonging among physicists from minoritized groups. I explore how to justify an intervention to participants and the benefits of making the intervention voluntary or required, and provide possible intervention activities, matched with intended outcomes, as well as a list of physics-specific materials for teaching about stereotype threat, microaggressions, intersectionality, Whiteness, and more. I provide guidance on evaluating interventions, including tools that others have used to measure various outcomes, appropriate quantitative and qualitative approaches, and considerations of rigor. The paper is written in sections; each section begins with a summary and is written so that readers can jump to the section of most interest.

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Phys. Rev. Phys. Educ. Res. 22, 010601– Published 15 June, 2026
  • Received 4 June 2024
  • Accepted 16 December 2025
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