Building Physics Identity Through Equity-Centered Faculty Communication

Physics departments continue to face persistent inequities in the recruitment, retention, and persistence of students from historically marginalized groups, particularly Black women. While efforts to improve representation often focus on curriculum and pedagogy, everyday faculty communication also shapes students’ sense of belonging and physics identity. This includes classroom discourse, feedback, course policies, and instructional materials. This interactive workshop examines how equity-centered faculty communication can foster environments where all students are recognized as capable contributors to the physics community. Drawing on qualitative interview data from 13 Black women pursuing physics and physics-adjacent careers, participants will explore how faculty communication influenced participants’ perceptions of competence, recognition, and persistence in physics. Through collaborative activities, attendees will analyze authentic interview excerpts, identify implicit messages embedded in faculty interactions and instructional materials, and revise them using an equity-centered framework that maintains high expectations while communicating belonging and support.

The cohort sessions will be on Thursdays, Oct. 15, Oct. 22, and Oct. 29, 2026, from 12-1:30 p.m. ET each day.

Core competencies:

• Mentoring and advising practices
• Recruitment and retention strategies
• Departmental climate and culture
• Student, faculty, or staff success and belonging