Collaborative Research: What Black Doctoral Students in STEM Want and What Their Faculty are Giving: How the Differences Impact Students’ Mental Health and Career Trajectory Deci

为了增加准备攻读博士学位的劳动力的多样性，了解影响博士学位保留和完成的潜在问题是至关重要的。亚利桑那州立大学和马萨诸塞大学波士顿分校的研究人员提议研究黑人博士生的表达需求与教师对他们在人际关系中提供的建议的看法之间的关系。了解将黑人研究生边缘化的累积经历对心理健康的影响，将通过为发展包容的环境和有效支持黑人学生的指导战略提供建议来促进知识的发展。通过两个阶段的设计，该项目旨在使用详细的访谈，涉及研究生的边缘化、心理健康和职业发展决定的经历，以及教职员工对支持和贡献者的看法，以及对提供支持的威慑。该项目与EHR核心研究计划的目标一致，即应对STEM兴趣、学习和参与方面的挑战。研究设计的框架是通过扩展角色紧张理论来包括黑人学生在研究生课程期间可能在人际关系中感受到的紧张。中心假设是，黑人博士生的边缘化和STEM环境的交叉经历会影响心理健康和职业发展轨迹的决定。该项目旨在了解教师解决系统性障碍的贡献者和阻碍因素。全国性的抽样战略将包括来自历史上的黑人学院和大学(HBCU)、以白人为主的机构(PWI)和为少数族裔服务的机构(MSI)的代表。该项目旨在匹配项目每个阶段中面试者-被采访者配对的关键身份方面。基于社会建构主义范式的现象学原则将指导对个别访谈的解读。这项研究通过对传统教育研究策略与咨询心理学家典型使用的策略的新颖协调和扩展，回应了理解黑人学生研究生项目成功障碍的需要。创建一份关于支持黑人学生的有前途的做法的提示表和一个在线存储库，旨在为寻求改善学生沟通和指导的教职员工顾问提供信息。该项目由EHR核心研究计划资助，该计划支持以STEM学习和学习环境、扩大对STEM的参与和STEM专业劳动力发展为重点的基础研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

To increase the diversity of the PhD-prepared workforce, understanding underlying issues affecting retention and completion of doctoral degrees is essential. Researchers at Arizona State University and University of Massachusetts Boston propose to study the expressed needs of Black doctoral students in relation to faculty perceptions of what they are providing during advising relationships. Understanding the mental health impacts of cumulative experiences that marginalize Black graduate students will advance knowledge by providing recommendations for developing inclusive environments and mentoring strategies that are effective at supporting Black students. Through a two-phase design, the project aims to use detailed interviews regarding the experiences of marginalization, mental health, and career trajectory decisions of graduate students and faculty perceptions of supports and contributors and deterrents to providing supports. The project is aligned with the EHR Core Research program’s goal of addressing challenges in STEM interest, learning, and participation. The research design is framed by extending Role Strain Theory to include the tension that Black students may feel in relationships during graduate programs. The central hypothesis is that intersectional experiences of marginalization and the STEM environment among Black doctoral students impacts mental health and career trajectory decisions. The project aims to understand the contributors and deterrents for faculty to address systemic barriers. A nationwide sampling strategy will include representation from Historically Black Colleges and Universities (HBCUs), Predominately White Institutions (PWIs), and Minority-Serving Institutions (MSIs). The project aims to match critical identity aspects in the interviewer-interviewee pairing within each phase of the project. Phenomenological principles grounded in a social constructivist paradigm will guide the interpretation of individual interviews. The research responds to the need for understanding barriers to success in graduate programs for Black students by a novel coordination and expansion of traditional educational research strategies with strategies typically utilized by counseling psychologists. The creation of a tip sheet on promising practices for supporting Black students and an online repository aims to inform faculty advisors who seek to improve communication and mentoring for their students. The project is funded by the EHR Core Research program that supports fundamental research focused on STEM learning and learning environments, broadening participation in STEM, and STEM professional workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.