The use of the Physics GRE in graduate admissions has gained considerable attention in recent years. While studies have shown the problematic nature of the exam quantitatively, it is time that student experiences were also included in the discussion. We interviewed 69 current graduate physics and astronomy students about their process of deciding where to apply to graduate school. Physics GRE requirements played a substantial role in this decision, with 48 students mentioning the test as part of their process to narrow programs down to a personalized short-list. Potential barriers (e.g., financial and travel) that affected some students, but not others, create an unequal playing field for grad school applicants. These results suggest that graduate programs requiring the Physics GRE are doing more than asking prospective graduate students to simply take a physics test, and may be inadvertently disadvantaging the very students that they are trying to recruit.

Physics GRE Requirements Create Uneven Playing Field for Graduate Applicants

Graduate program’s reported Physics GRE requirements, recommended minimum scores, and previous cohort score averages influence students’ application decisions. In recent years, the test-optional language of No Required Minimum and GRE Optional requirements has muddied the waters for prospective applicants, particularly for women. In this qualitative study, 60 graduate students (27-F; 31-M; 2-DND) from 24 different graduate programs were asked how they decided where to (and not to) apply to graduate school. Male and female students were equally likely to apply to graduate programs that stated No Required Minimum or GRE Optional language on their admission requirements webpage. This talk will highlight how Physics GRE requirements influenced students’ decisions on where to apply to graduate school and how students interpreted GRE-optional phrases when submitting their application materials. Supported by NSF-1633275

“Optional” General and Physics GRE Requirements: The Impact on Prospective Graduate

Poster Session III

poster

Join us in exploring emergent themes in PER as a scholarly endeavor and as a research community!  Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?
Following the lead of AAPT for the summer meeting, PERC 20/20 was virtual. Enjoy browsing the content.

PERC SM 20

Since its inception, PER has served as a confluence of discipline, theory, research methodology, practice, and application.  How have these facets and the interplays among them been fruitful for physics education globally, regionally, locally, or otherwise?  And, how have our successes and interactions influenced the very nature of PER itself?

PAR-E.09  Graduate Education in the US: Admissions Diversity,Content Knowledge Institutions

technical paper

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


AAPT SM 20

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

Lindsay Owens

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Physics GRE Requirements Create Uneven Playing Field for Graduate Applicants

“Optional” General and Physics GRE Requirements: The Impact on Prospective Graduate

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