CareerWise III: Intersectional Perspectives on Perceived Supports & Persistence Among Diverse Women in STEM Doctoral Programs

本研究将调查感知支持和持久性之间的关联为大多数（高加索）妇女和代表性不足的少数民族（URM）妇女在干博士课程。 女性离开STEM博士课程的比率高于白色男性同行。 减少STEM人才的流失尤为重要，因为STEM各级员工的多样性已被证明有利于相关科学研究的成果。 拟议的工作将增加对女性在STEM学术和研究职业中代表性不足的原因的理解。 主要的研究结果将被纳入在线CareerWISE弹性培训干预，并将提供基础，告知和教育关键的支持来源，如何加强对妇女在STEM的支持。该项目解决了首要的研究问题：如何感知支持的经验发挥作用，在学术上坚持不同的女博士生在STEM？本研究以社会认知生涯理论为理论透镜，采用不同的研究方法，提出三项研究。 “反思研究”将产生有关支持事件的性质，以及人际支持的来源，类型和时间的定性数据，这些数据在减轻STEM博士课程中遇到的困难的沮丧和压力方面最有效。基于实验室的“支持沟通”研究将提供实时观察，了解教师导师和高级阶段博士生之间如何沟通支持。最后，“第一年和第二年的支持经验”研究将评估在博士研究的关键早期阶段发生的支持经验。参与研究的人员将包括目前的STEM博士生，最近从博士课程毕业的早期职业专业人士，以及在完成学位之前离开STEM博士课程的女性。这些研究的数据将从访谈、调查、日报和实验室观察中收集。 该项目由教育和人力资源核心研究计划（ECR）支持，该计划资助STEM学习和学习环境的基础研究，扩大STEM参与，以及STEM劳动力发展。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。

This study will investigate the associations between perceived supports and persistence for both majority (Caucasian) women and underrepresented minority (URM) women in STEM doctoral programs. Women leave doctoral programs in STEM at higher rates than their white male counterparts. Reducing the attrition of these talented individuals from STEM is of particular importance given that diversity at all levels of the STEM workforce has been shown to benefit the outcomes of related scientific research. The proposed work will increase understanding of the reasons for the underrepresentation of women in STEM academic and research careers. Key research findings will be incorporated in the online CareerWISE resilience training intervention and will provide the foundation for informing and educating key support sources about how to strengthen support for women in STEM.The project addresses the overarching research question of: How do experiences of perceived support play a role in the academic persistence of diverse female doctoral students in STEM? The project proposes three studies, each of which utilizes different research methods, and are guided by the theoretical lens of Social Cognitive Career Theory. The "reflections study" will produce qualitative data about the nature of support episodes, and the sources, types, and timing of interpersonal support that were most effective in mitigating discouragement and stresses from difficulties experienced in STEM doctoral programs. The lab-based "communications of support" study will provide real-time observations of how support is communicated between a faculty mentor and an advanced stage doctoral student. Finally, the "first and second year support experiences" study will assess support experiences that take place during the critical early stages of doctoral study. Participants in the studies will include current STEM doctoral students, early career professionals who have recently graduated from doctoral programs, and women who left their STEM doctoral programs prior to completing their degrees. Data across the studies will be collected from interviews, surveys, daily journals, and lab-based observation. The project is supported by the Education and Human Resources Core Research Program (ECR), which funds fundamental research in STEM learning and learning environments, broadening participation in STEM, and STEM 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.