Genius culture, part 2
Originally published on Toward Decolonizing Physics
A few weeks back, we introduced the concept of “genius culture” – the pervasive idea in physics, and broader popular culture, that the stereotypical or ideal physicist is an eccentric white male “genius” who works alone and lacks the need or ability to relate to others. In addition to being manifestly false (physics is built on collaboration!), the image perpetuated by genius culture is particularly destructive to marginalized physicists, given that (as discussed) it is structurally nearly impossible for women or physicists of color to meet the definition of genius perpetuated by the settler-colonial state.
In this follow-up post, we will discuss some of the institutions propagating genius culture within physics, as well as what its effects are on physicists and the discipline as a whole.
How genius culture is propagated
As discussed in part 1, genius culture begins in childhood, long before a physicist ever enters college or even high school. Shows such as Big Bang Theory perpetuate the idea that physicist = genius (think Sheldon Cooper). Pop culture ensures that only a handful of physicists – all of them white men who fit or can be distorted to fit the “genius stereotype,” such as Newton, Hawking, and Einstein – become household names, further reinforcing the physicist = white male genius stereotype. Even if physicists are actively working to dispel this stereotype among ourselves, unless a child has a parent or close mentor who is a physicist who actively rejects the stereotype, the child will have little basis to challenge this image of a physicist at least until high school or (more likely) college when she takes her first serious physics class.
Now, suppose this student enrolls in general physics the first term of undergrad. The first thing she sees when she walks into the physics building is a plaque commemorating the university’s Nobel Laureates. She sees once again that individual white men are valorized as geniuses; teamwork, women, and minorities are not. In her intro physics classes, she learns about Newton and Maxwell; if history is told at all, it is most likely of a couple of white male geniuses. Their intellectual and philosophical forebears and collaborators are most likely ignored.
If a student is a white man who meets or is willing to mold himself to fit the genius stereotype, he will immediately feel at home. His intelligence and hard work will be recognized, and he will quickly gain mentors who look like him. He will likely eventually come to develop a more sophisticated view of who a physicist is, learning that teams and collaborators are indispensable for 21st-century research and (hopefully) building connections with mentors who cannot or choose not to fit the “genius” mold. But because he likely has traits that are at least superficially compatible with genius culture, he will likely be blinded to its effects on him and society and thus have little incentive to actively challenge it.
But if the student cannot fit the mold of “genius” – whether because of marginalized identities or background, an incompatible personality, or some other reason – she will develop the sense that she cannot be a great physicist. She will either leave physics or relegate herself to a supporting role within teams, either way depriving herself of the ability to grab the spotlight and change the image of a physicist.
Ironically, this means that the few women or other minoritized physicists who do survive the filtering process of academia are likely to be disproportionately prodigies. This creates a cycle in which the diversification of academia can inadvertently result in the definition of genius expanding enough to accommodate a few truly phenomenal marginalized physicists while continuing to accept white male mediocrity. (This is just one more example of the widespread phenomenon in which oppressive institutions intentionally diversify themselves just enough to portray themselves as a meritocracy without actually addressing the systemic oppression.)
Challenging Genius Culture
So how do we go about challenging genius culture? This, I believe, is a complicated issue that requires a multipronged approach. The key issue is that we must ultimately decouple the idea of physicist from the idea of genius. It is not sufficient to simply broaden the image of who can be a genius, since this runs the risk of making the oppressive roots of genius culture less visible and thus harder to fight. At the same time, given that genius culture is so deeply entrenched in physics culture, it is also necessary in the short term to diversify the image of the genius to include women, physicists of color, and physicists whose efforts are visibly dependent on teamwork. Combatting genius culture requires addressing both prongs simultaneously.
As a physics culture theorist, I consider it my primary role to identify and describe the problem, not to recommend specific actions (on-the-ground activists are in a better position to decide on tactical matters). That said, I firmly believe that challenging genius culture requires a variety of strategies deployed simultaneously.
Challenging image of who gets to be a genius:
Diversification of hiring of physics faculty, particularly those faculty who are public-facing or teach introductory undergraduate physics courses
Increased presence of visibly marginalized physicists on TV and the popular media. Movies such as Hidden Figures are helpful in this regard, even if imperfect
Reforming or de-emphasizing institutions like the Nobel Prize and the MacArthur Genius Fellowship that perpetuate the genius-who-works-alone image. This means, when possible, shifting to a model that actively recognizes research teams (not just a few named individuals) and ensuring that women and underrepresented minorities are named among recipients
Decoupling physics from genius:
Realistic discussions of physics history in introductory physics courses, including acknowledging the role of colonization in who gets to be a physicist, Indigenous roots of scientific knowledge, and the importance of teamwork in 21st-century research
Well-known and famous physicists actively rejecting the “genius” label
Changing incentives to actively recognize professional physicists for excellence in physics education research, physics teaching, mentorship, departmental service, and other duties that are necessary for the flourishing of our discipline
