Understanding the impact of personal challenges and advisor support on stem persistence among graduate women of color.
Understanding the impact of personal challenges and advisor support on stem persistence among graduate women of color.
复制标题
了解个人挑战和顾问支持对有色人种女研究生的茎持久性的影响。
DOI：
10.1037/dhe0000236
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发表时间：
2021
影响因子：
2.4
通讯作者：
Randall, Ashley K.
中科院分区：
文献类型：
--
作者：
Wilkins-Yel, Kerrie G.;Bekki, Jennifer;Arnold, Amanda;Bernstein, Bianca;Okwu, C.;Natarajan, Madison;Randall, Ashley K.
社会认知职业理论（SCCT）认为，背景支持和障碍既可以促进也可以抑制学业和职业发展。然而，对于学术环境之外的挑战如何影响有色人种女性（WOC）在高等STEM学位中的学术坚持，人们知之甚少。本研究旨在了解WOC在STEM博士项目中遇到的个人挑战，以及他们对指导老师相关支持的看法。通过半结构化访谈，对11名选择完成或停止STEM博士课程的WOC进行了持续的比较定性检查。数据中出现了两个主要主题：个人挑战（即在学术环境之外经历的困难）和导师的支持（即参与者认为导师的行为是支持的程度）。个人挑战包括经济困难、家庭挑战、恋爱困难、个人健康挑战、适应美国文化以及与怀孕和育儿有关的挑战。参与者还讨论了他们是否选择与他们的顾问分享这些挑战，以及所获得的支持类型（即，工具支持或情感支持）。本研究的结果突出了WOC在STEM博士项目中遇到的个人挑战，以及导师支持在减轻或加剧这些挑战对学术坚持的影响方面的作用。最后，讨论了对未来研究和学术项目的影响。（PsycInfo数据库记录(c) 2024 APA，版权所有）
Social Cognitive Career Theory (SCCT) posits that contextual supports and barriers can either promote or inhibit academic and career progress. However, little is known about how challenges outside of the academic setting impact academic persistence of women of color (WOC) in advanced STEM degrees. This study aims to understand the personal challenges experienced by WOC in STEM doctoral programs and their perceptions of related support from faculty advisors. A constant comparative qualitative examination was conducted using semi-structured interviews with 11 WOC who either chose to complete or discontinue their STEM doctoral programs. Two overarching themes emerged from the data: personal challenges (ie, difficulties experienced outside of the academic setting) and advisor support (ie, the degree to which participants perceived their advisors’ actions as supportive). Personal challenges included financial difficulties, family challenges, romantic relationship difficulties, personal health challenges, adjustment to US culture, and challenges related to pregnancy and childcare. Participants also discussed whether they chose to share these challenges with their advisors and the type of support received (ie, instrumental support or emotional support). The findings of this study highlight the personal challenges experienced by WOC in STEM doctoral programs and the role of advisor support in mitigating or exacerbating the impact of these challenges on academic persistence. Lastly, implications for future research and academic programs are discussed.(PsycInfo Database Record (c) 2024 APA, all rights reserved)