Mentoring relationships between doctoral students and postdocs in the lab sciences
Mentoring relationships between doctoral students and postdocs in the lab sciences
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DOI：
10.1108/sgpe-08-2019-0071
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发表时间：
2020-08-17
影响因子：
1.1
通讯作者：
Feldon, David F.
中科院分区：
文献类型：
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作者：
Blaney, Jennifer M.;Kang, Jina;Feldon, David F.
目的本研究旨在探讨科学，技术，工程和数学博士生与博士后在研究实验室内的互动，确定学生博士后指导关系的性质和潜在影响。设计/方法/方式使用样本的53名博士生在生物科学，本研究采用序贯混合方法设计。更具体地说，现象学方法使作者能够确定博士生如何与博士后和其他研究人员进行互动。描述性统计被用来研究如何紧急主题可能不同的性别和种族/民族的产品，在何种程度上紧急主题可能与关键的博士生社会化成果。结果-这项研究揭示了六个新兴的主题，主要集中在博士生如何获得博士后在他们的实验室的工具和心理社会支持。最常见的紧急主题捕捉了博士后在实验室工作台上提供持续，动手支持和故障排除的独特方式。当研究这一主题如何在社会化结果中发挥作用时，结果表明，描述博士后这种类型支持的博士生比那些没有描述这种类型的实际支持的博士生有更积极的心理健康结果。独创性/价值-文学研究生导师主要集中在顾问的影响，尽管最近的经验证据的“级联导师”模式，其中高年级学生和工作人员也发挥了关键的指导作用。这项研究为博士后独特的指导作用提供了新的见解，重点是学生与博士后互动的性质和潜在影响。
Purpose This study aims to examine how science, technology, engineering, and mathematics doctoral students interact with postdocs within the research laboratory, identifying the nature and potential impacts of student-postdoc mentoring relationships. Design/methodology/approach Using a sample of 53 doctoral students in the biological sciences, this study uses a sequential mixed-methods design. More specifically, a phenomenological approach enabled the authors to identify how doctoral students make meaning of their interactions with postdocs and other research staff. Descriptive statistics are used to examine how emergent themes might differ as a product of gender and race/ethnicity and the extent to which emergent themes may relate to key doctoral student socialization outcomes. Findings This study reveals six emergent themes, which primarily focus on how doctoral students receive instrumental and psychosocial support from postdocs in their labs. The most frequent emergent theme captures the unique ways in which postdocs provide ongoing, hands-on support and troubleshooting at the lab bench. When examining how this theme plays a role in socialization outcomes, the results suggest that doctoral students who described this type of support from postdocs had more positive mental health outcomes than those who did not describe this type of hands-on support. Originality/value Literature on graduate student mentorship has focused primarily on the impact of advisors, despite recent empirical evidence of a "cascading mentorship" model, in which senior students and staff also play a key mentoring role. This study provides new insights into the unique mentoring role of postdocs, focusing on the nature and potential impacts of student-postdoc interactions.