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

为了增加博士准备的劳动力的多样性，了解影响博士学位的保留和完成的基本问题是必不可少的。亚利桑那州立大学和马萨诸塞州波士顿大学的研究人员建议研究黑人博士生表达的需求与教师对他们在咨询关系中提供的内容的看法。了解边缘化黑人研究生的累积经验的心理健康影响，将通过为发展包容性环境和有效支持黑人学生的指导策略提供建议来促进知识。通过两个阶段的设计，该项目的目的是使用详细的访谈边缘化的经验，心理健康，研究生和教师的支持和贡献者和威慑提供支持的看法和职业轨迹的决定。该项目符合EHR核心研究计划的目标，即解决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，包括黑人学生在研究生课程期间可能会感到的紧张关系。核心假设是，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轨迹决策。该项目旨在了解教师解决系统性障碍的贡献者和威慑因素。一项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）、以白色为主的机构（PWI）和少数民族服务机构（MSI）的代表。该项目的目的是在项目的每个阶段内，在访谈者-受访者配对中匹配关键的身份方面。基于社会建构主义范式的现象学原理将指导个体访谈的解释。这项研究响应需要理解的障碍，成功的研究生课程的黑人学生的一种新的协调和扩展传统的教育研究策略，通常采用的战略咨询心理学家。创建一个关于支持黑人学生的有希望的做法的提示表和一个在线存储库，旨在告知寻求改善学生沟通和指导的教师顾问。该项目由EHR核心研究计划资助，该计划支持以STEM学习和学习环境为重点的基础研究，扩大STEM的参与，以及STEM专业人才队伍的发展。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值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.