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至关重要。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表达的需求与教师对他们在咨询关系中所提供的东西的看法有关。了解被边缘化的黑人研究生的累积经历对心理健康的影响，将通过为开发包容性环境和有效支持黑人学生的指导策略提供建议来推进知识。通过两阶段设计，该项目旨在使用详细的访谈，涉及边缘化经历、心理健康和研究生的职业轨迹决策，以及教师对提供支持、贡献者和阻碍提供支持的看法。该项目符合EHR核心研究项目的目标，即解决STEM兴趣、学习和参与方面的挑战。研究设计的框架是扩展角色应变理论，包括黑人学生在研究生课程中可能感受到的关系紧张。研究的核心假设是，黑人博士生的边缘化经历和STEM环境的交叉经历会影响心理健康和职业轨迹决定。该项目旨在了解教师解决系统性障碍的因素和阻碍因素。一项全国性的抽样策略将包括来自传统黑人学院和大学（HBCUs）、以白人为主的机构（pwi）和少数族裔服务机构（msi）的代表。该项目旨在在项目的每个阶段匹配访谈者-受访者配对中的关键身份方面。基于社会建构主义范式的现象学原理将指导对个人访谈的解释。该研究通过对传统教育研究策略的新颖协调和扩展，与咨询心理学家通常使用的策略相结合，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的目的是告知那些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专业劳动力的发展。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识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.