The Chemistry Graduate Student Experience: Findings from an ACS Survey

Autor/inn/en	Stockard, Jean; Noviski, Maya; Rohlfing, Celeste M.; Richmond, Geraldine L.; Lewis, Priscilla
Titel	The Chemistry Graduate Student Experience: Findings from an ACS Survey
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.461-468 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stockard, Jean) ORCID (Richmond, Geraldine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00610
Schlagwörter	Chemistry; Graduate Students; Student Experience; Student Surveys; Doctoral Students; Gender Differences; Disproportionate Representation; Interpersonal Relationship; Educational Attainment + Suchen Sie Ihr Suchwort? Chemie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Schülerbefragung; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsabschluss; Bildungsgut
Abstract	Graduate training is a key element in producing a scientific workforce that reflects the nation's diversity. This paper examines data from a 2013 American Chemical Society (ACS) survey of 2,544 chemistry masters and doctoral students and reveals barriers to reaching this goal. Multivariate statistical analyses indicate that women reported significantly less supportive relationships with advisors. Women were less likely to plan to finish their degrees, and for PhD students, the discrepancy was larger for students at the start of their graduate program. Women were also less likely to pursue the next level of training, and the gender difference related to postdoctoral plans was greater for those who identified with a racial-ethnic group traditionally underrepresented in chemistry (underrepresented minority, URM). URM students who were beyond the first year of their graduate program reported significantly less supportive relationships with peers. They were also less likely to have funding sufficient to meet their needs and more often used personal resources including loans. Despite these difficulties, URM students were more likely to definitely plan to finish their degrees, and men who identified as URM were more likely to plan to pursue postdoctoral work. Independent of gender and identification as URMs, students in more highly ranked schools reported less advisor support. Extensive open-ended comments indicated that large proportions of the students desired more attention and meaningful feedback from advisors and changes within their programs to promote support for students and advisor accountability. Suggestions for future research are given, and a companion commentary discusses needed directions for change. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01