Black Women in STEM Graduate Programs: The Advisor Selection Process and the Perception of the Advisor/Advisee Relationship

Autor/inn/en	Bryson, Tasia C.; Grunert Kowalske, Megan
Titel	Black Women in STEM Graduate Programs: The Advisor Selection Process and the Perception of the Advisor/Advisee Relationship
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 1, S.111-123 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bryson, Tasia C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000330
Schlagwörter	African American Education; Females; STEM Education; Doctoral Students; Faculty Advisers; Institutional Characteristics; Diversity (Institutional); Minority Group Students; Student Attitudes; Student Experience; African American Students; Teacher Student Relationship; Selection + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; STEM; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Studienerfahrung; African Americans; Afroamerikaner; Teacher student relationships; Lehrer-Schüler-Beziehung; Auslese
Abstract	An advisor is often the most central and influential person influencing Black women's trajectory throughout graduate school. This study explored how and why Black women in Science, Technology, Engineering, and Mathematics (STEM) doctoral programs selected their advisors and their perceptions of the advisor/advisee relationship. Black Feminist Thought (BFT) was used to explore Black women's experiences at predominantly White institutions (PWIs) as it provides an in-depth understanding from the perspective of Black women and highlights often-ignored power dynamics. Data were collected using three unique semistructured interviews over a year and a half with each participant. The interviews were audio recorded, transcribed, and analyzed with emergent coding. Findings suggest students selected their advisors for various reasons: compatibility, lab availability, research interest, funding, and faculty interest in working with a student. Notably, participants preferred advisors who provided a hands-on advising style over a hands-off advising style. In addition, students who developed a positive relationship with their advisor performed better academically and made better progress within their program compared to students who viewed their relationship as less compatible. This study's findings may help inform advisors, at PWIs, on how better to assist Black women advisees, thereby improving the degree completion rates and graduate program success for Black women in STEM. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01