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As part of a longitudinal study into identity development in upper-levelphysics students, a phenomenographic research method was used to examinestudents' perceptions of what it means to be a physicist. The results revealedfour different categories of perception of what it means to be a physicist,with a clear distinction in the level of exclusivity students associate withbeing a physicist and differences of importance of research and its associationwith being a physicist. We find a relationship between students' perceptions ofphysicists and students' goal orientation. The paper highlights a need forfaculty to not just emphasize the importance of research to students' academicdevelopment but also to further demonstrate and explain what research entailsand the role it plays in a physicist's identity.

Becoming a Physicist: The Roles of Research, Mindsets, and Milestones in upper-division student perceptions