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Example “Personal Statement Essays” selected from
applications to UCI’s Physics Ph.D. program
Personal Statement #1: a structured, persuasive essay from a physics senior at Pepperdine
I am currently a senior physics major at Pepperdine University looking forward to pursuing a
Ph.D. in experimental plasma physics. Setting this goal did not just happen by chance; there were
several influencing factors that led me into this journey.
First, I have always had a drive to do well. Growing up in Phoenix, Arizona, I enjoyed school,
but I worked hard in all of my other activities, too. Outside of academics, I got involved in sports, the
marching band, and extracurricular activities like clubs, and each one felt like a thrill when things were
going well. When the Science Club at my school was threatened with closing, I volunteered to run the
club and convinced our chemistry teacher to be our club advisor. I’m not sure why I volunteer and take
on extra tasks, but I like to see things work out successfully. It’s probably some combination of my own
personal drive and the influences of encouragement I received from my parents. Either way, this drive
gradually manifested itself in a work ethic where I really enjoyed throwing my time and focus into
projects.
As high school came to a close for me, I was faced with a very difficult decision. I am the second
child in a family of six kids, and we were brought up to value family above all else. If I left my home for
college, I would be the first person in my knowledge to break away from family. My brothers and sisters
didn’t want me to leave home, and I wasn’t sure whether my parents would support it, either. I knew I
wanted to continue my education, but I had no idea how it could happen. For example, besided worrying
about the bond with my family, I really had no idea where the money for college would come from.
Receiving encouragement from my parents and a scholarship opportunity from Pepperdine University
helped me understand that I was making the right decision, despite the howls of my siblings. After only a
few short weeks at Pepperdine, I was sure I was on the right track and really enthusiastic about growing
more independent during four years of college.
Finally, college has taught me that I’m both a learner and a teacher. I have found working as a
lab assistant, grader, and tutor exceptionally rewarding. I have enjoyed all of my physics classes, and
especially the topics beyond the material covered in the classroom. Even more, though, I have enjoyed
sharing this knowledge with others and imparting an appreciation of how physics surrounds us in
everyday life. I’ve loved interacting with other students, and it’s my experience through these
interactions that have led me to imagine a career that combines physics research with teaching and
mentoring. I want to continue expanding my knowledge base through graduate studies and research,
because a career in academia will let me stay connected to teaching and research.
In conclusion, I am looking forward to joining a Ph.D. program that helps me make progress on
this path. I know that my qualities and experiences can make positive contributions to the graduate
school environment, even as that environment molds and shapes me along my own journey.
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Personal Statement #2: a structured, persuasive essay from a physics senior Oregon State
I learned juggling at the age of 14. As a teenager, I was mostly intrigued by the swirling patterns.
As I kept up my juggling practice through college, though, I’ve grown to see juggling as much more than
just a hobby. Juggling is a source of motivation and creativity for me, and juggling analogies and tips
have become a useful toolbox for coping with challenges. Establishing throws, embracing failure,
breaking habitual thinking, and sharing knowledge are all lessons that I first learned in juggling but that
now help me advance twoards becoming a physics researcher.
The first step in successful juggling is to have a steady throw. Solid and consistent throws make
catches automatic and easy, but having that kind of throw requires a lot of practice. I needed to teach
myself the throws using books and videos, and then practice them for hours. Then in college, I realized
that I had developed strong self-learning abilities. I found I could rely on textbooks and online platforms
to learn Semiconductor Physics and Statistical Physics. Becoming confident in my self-teaching for
juggling helped me overcome a non-traditional academic background and succeed in physics.
Another tip to master juggling is to learn from dropping as much as from catching. The mindset
of appreciating failure helped me through challenging research experiences. One time, I needed to attach
tiny wires onto pads 35 microns wide. After four days of brutal, unsuccessful bonding, I felt defeated. But
I resisted quitting. Paying close attention to the failed trials, I adjusted my technique. In the end, I was
able to successfully bond the sample and collect accurate data. I know that a PhD program will have its
challenges, but I believe I have the right toolbox to stay resilient through those moments.
Learning juggling often requires a process of unlearning. For example, when I was learning a
reversed underarm three-ball pattern, I had to reinforce myself to break out of my natural reflex in order
to catch the balls with the right hand. I thought about my success with that during a workshop at a
leadership retreat held by the OSU Women Engineers Leadership Program. My group was tasked with
instructing other groups and determining how to spend a pool of money within an hour-long time
constraint. Initially, we were all fixated on how to distribute the funds fairly. But then I broke from that
line of thinking and instead recommended we should focus on maximizing the use of another valuable
resource - time. I devised a group activity for all participants with the pooled money serving as prize
funds, and this turned out to be the winning proposal. This experience taught me how to effectively
communicate in a team and bring my strengths to my leadership.
Finally, juggling has taught me the power of sharing knowledge and joy. As an active member of
the OSU juggling club, I perform and teach children how to juggle. The interaction with the children and
the smiles on their faces always encourage me to keep juggling and be creative with my throwing
patterns. Throughout my undergraduate and graduate studies, I have been active in mentoring, teaching,
and volunteering work. During my sophomore year, I served as a mentor to three first-year international
students in the Liberal Arts Mentorship Program. Although I was the mentor, I felt I grew substantially
through these meaningful relationships. By connecting based on shared experiences and discussing our
differences, I learned the power arising from human connections can support individuals through
challenging circumstances.
The most important tip to master juggling is to focus on the pose and the quality of the throws. As
we learn more skills and put in more practice, the catches become effortless. That same attitude guides
my quest to pursue a career in physics research. With my committed determination, I believe that I am a
strong candidate for your program. I have demonstrated resilience by overcoming challenges in my
academic journey, and I have been in leadership roles where I have served different communities. As I
continue on my path, I am excited to take on challenges and make an impact along the way.
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Personal Statement #3: an essay organized around a single theme, from a physics senior at UCLA
The childhood memories I treasure the most revolve around my grandfather teaching me
multiplication tables or introducing me to the physics behind banked curves. He would tell me about
Archimedes and his method of exhaustion. When I took Calculus class during high school, that memory
caught me off guard. I was almost gleeful when the teacher showed the detailed math behind the method
that my grandfather had taught me so long ago.
But a science career seemed far out of reach, even though I was enthralled with innovation and
discovery. I was growing up in Costa Rica, and I was expected to follow in my father’s footsteps. He
had begun night school on his 14th birthday in order to start working a day job and support his family. His
own father, my grandfather, once had the opportunity to pursue an engineering education but was
discouraged and rebuffed by my great-grandfather. Generation after generation, we all seemed stuck in a
time, place, and society that promoted love for science without career opportunities to match. And then I
left. That curiosity I got from my father and his father drove to me to immigrate to America with a vision
of becoming a physicist.
In the years since moving, this vision has held steady despite changing circumstances. College
was testing my resolve and, at home, my father’s health was deteriorating and he suffered two heart
attacks. My grades reflected these events and it took a while to find the will and the strength to seek help.
With the support of therapy, I found closure, got better, graduated from college, and joined the Lawrence
Berkeley National Laboratory as a Research Fellow working on experimental physics. My passion for
physics and my desire to pursue a PhD in experimental quantum information stayed constant throughout
all of that disarray. I found my grit and perseverance within.
Without these experiences, I wouldn’t be standing here. I cannot help but realize how lucky I
have been, and the duty I have to help build the pipelines for the next generation of students like me. I am
fascinated by innovation and its potential to positively make a difference in people’s lives, and I am eager
to start the next steps of my scientific career. I am especially grateful for this opportunity to apply to
graduate school. My life seems like a balancing act, because this opportunity is so different from the lack
of opportunities my forefathers experienced.
My life experience has shown me the effect of the disconnect between minoritized and scientific
communities. This is why I have been involved in diversity and inclusion efforts throughout my
education. I have taught computer science courses for high school students and elementary school
students through the Hispanic Heritage Foundation's Coding as Second Language (CSL) Fellowship. I
developed a computer science course to prepare gifted incoming freshmen. Through it all I have learned
that the most direct way to break these barriers of entry is through strong, relentless, mentorship efforts.
As an incoming PhD student, I am in a position to help build a mentorship pipeline that can bridge the
gap between these communities and the greater physics community. It should not be a matter of luck to
have access to these opportunities. This is why I am pursuing a PhD in experimental physics and why I
intend on becoming a researcher in this field. I am the first in my family lucky enough to pursue higher
education, but I know I can contribute to the next generation of quantum information physicists.
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Personal Statement #4: an essay organized around a single theme, from a physics senior at Cornell
Although I have been fascinated by science since a young age, I never considered science to be a
realistic career opportunity. Job opportunities in math and science were very limited in my small Virginia
hometown, unless you wanted to be a schoolteacher.
The educational opportunities in math and science were even worse. As a high school student, I
took the most advanced math class that my school offered, but then I needed to go to my local community
college to take single variable calculus. I was one of only twelve in my graduating class of 250 to reach
this level of math. That was typical for my school, and I think lots of the American South. The emphasis
in school tended to be placed on “pragmatic” vocational training instead of advancing in math or science.
Today, as I apply to begin graduate study in astronomy, it seems like I am in a different world. I
had accepted the attitudes of my hometown without really questioning them until I arrived at Cornell.
Freshman year for me was a period of academic exploration: I took a variety of classes ranging from
political science and economics to one Introduction to Cosmology, a non-intensive introduction to the
field for non-science majors. Although I began my Cornell career as a political science major, towards
the end of my first year I came to realize introductory cosmology had interested me the most of any
course I had taken. With the advice and encouragement of several professors, I changed my major to
astronomy and physics at the beginning of my sophomore year.
Making this transition was difficult, especially during the first few semesters. It was a challenge
to catch up and acquire a solid foundation in physics and math, but I never regretted my decision. I chose
to pursue my newfound intellectual passion and it has brought me to this level – where graduate school
seems to be the logical next step. I would have found this application inconceivable in high school, but
this year I will be the first in my family to earn a degree in any field of science.
As an aspiring scientist, I am excited by the prospect of conducting groundbreaking research at
the frontiers of astrophysics. More importantly, I also know an advanced degree will give me
opportunities to promote science education. I know that the South is still a historically disadvantaged
region of the United States; I know friends from my hometown that don’t have access to educational
opportunities or careers in science. I am proud of my present position, but I can also remember the
mindset I had before arriving to Cornell. My goal is to join those together productively and help foster
more educational opportunities for all students.
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Personal Statement #5: a thematic essay from a physics senior at Amherst College
Growing up on a farm, there was ample opportunity to explore and investigate topics on my own.
As a child I would conduct experiments testing whether snapping turtles can bite through a thick branch
(they can) or if cattle will be fooled by a picture of a fence instead of the real thing (they won't). In
school I was engaged in my classes, enjoying lectures on the Weimar Republic, discussions about Hume,
and applications of Newton's laws. The problem was that I wanted to think bigger.
Astrophysics gave me the perfect opportunity to learn about bigger topics such as stars and
galaxies. On the farm, I often looked at the stars and was thrilled by the idea of companions to our own
solar system. Today, my research uses stellar halo stars to construct the history of galactic mergers.
Once I started learning about the universe on such larger scales I didn't want to stop. I still don't want to.
For me, Amherst College has been an exceptional undergraduate institution because every student
I meet has similar passions for their fields of study. I can have a conversation with any student in the
Physics and Astronomy department about the EPR paradox or galactic dynamos, and I hope to continue
being a member of such a department.
The work I have done was motivated by more than just passion, though. I understand that not
everything is fun and interesting. Grant proposals, applications for telescope time, all of these are
important parts of a science career and they can be difficult to get motivated about. On the farm, it was
impossible to put off work that might be unappealing. Even if it's 13 degrees out and snowing, the cattle
need to be fed. I have taken this to heart and am always willing to do work that is less exciting if it helps
a project succeed.
Besides hard work, learning was also a priority in my home. By asking me questions like "How
can we tell the earth is round?" and "what makes lightning?" my parents helped me take a serious interest
in the world. My parents helped me grow my love of learning and taught me diligence I will use in my
research, and now I want to be the first in my family to earn a Ph.D. and enter academia. I feel lucky that
I have found a singular interest and that I have been supported by my family to pursue it.
While my experience growing up on a farm and pursuing astrophysics is probably an unusual
combination, my experiences have helped me mature and given me important perspectives. I want to
continue learning and contribute to your graduate program.
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Personal Statement #6: a loosely-structured narrative from a physics senior at UT Austin
I set my path to becoming a physics professor because I want to pursue the deepest understanding
of materials in condensed matter physics. I also want to be a positive influence on children from
circumstances like mine. Working in academia, I will provide support and guidance to people from
groups that have been underrepresented in higher education. My story illustrates how the power of proper
guidance and the right mindset can help someone succeed even from challenging circumstances.
My story actually begins before me, with my parents. My father immigrated to the United States
from Spain as a young man with empty pockets. After one year of not being able to achieve his dream
career, he enrolled at UT Austin to avoid deportation. My mother, born and raised in Panama, is the
daughter of second generation Chinese immigrants. To this day, my mother tells me stories of how she,
my father, my sister, and I spent our first few years together crammed into a tiny studio apartment without
air conditioning during the brutal Austin summers. My parents' stories of immigration have helped me
understand the struggles of many.
As I grew up, athletics also shaped my perspective and work ethic. I swam competitively from
the age of five and continued through high school. 5 am practices and 20-hour training weeks will do
wonders for one’s appreciation of hard work and dedication. In college, I became a competitive
powerlifter and earned my certification as a personal trainer, all as ways to further my knowledge and to
assist those close to me with their own goals. I am a big believer in the idea that a happy, healthy person
is also a more productive person. I believe this perspective will help me be successful in graduate school
and contribute positively to a community.
Being a tutor has also grown my desire both to learn and contribute to others' education. In high
school, I tutored basic math to students from underrepresented groups. Many students shared that they
had never been told they could do well in school. Some did not think education was “cool.” Simply
finding a way in which my students could learn effectively made all the difference as far as their outlook
and confidence. I have seen first hand how just a small effort can instill belief and confidence in young
people.
For example, as a member of Eta Kappa Nu, we put on a demonstration for high school girls to
encourage them to pursue degrees in science and engineering related fields, where women are historically
underrepresented. The problem, I believe, is that many women have never been exposed to the real guts
of these fields, and thus many have the wrong idea or otherwise lack the confidence to pursue these
typically male-dominated subjects.
As an engineering major, I have spent also most of my summers working in industry. My first
internship was at a small technology company where my task was to measure the effectiveness of two
instruments created as prototypes and to report on their performance. I acquired valuable skills and
knowledge using equipment and writing the reports. Moreover, I learned the importance of meeting
specific project goals and deadlines. This experience left me with an approach to work that is goaloriented, incremental, and methodical. I am particularly interested in experimental research projects in
condensed matter physics that will allow me to apply these technical skills to research questions relating
to energy and nanotechnology.
These experiences, and the encouragement I was lucky to receive from my own family, have
strongly influenced my desire to be an educator. My experiences taught me that hard work can be just as
important as ability and potential, and I look forward to attending graduate school where I can contribute
to new research while positively impacting the lives of future students.