Understanding the Impact of Personal Challenges and Advisor Support on STEM Persistence among Graduate Women of Color

Autor/inn/en	Wilkins-Yel, Kerrie G.; Bekki, Jennifer; Arnold, Amanda; Bernstein, Bianca; Okwu, C.; Natarajan, Madison; Randall, Ashley K.
Titel	Understanding the Impact of Personal Challenges and Advisor Support on STEM Persistence among Graduate Women of Color
Quelle	In: Journal of Diversity in Higher Education, 15 (2022) 1, S.97-110 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkins-Yel, Kerrie G.) ORCID (Arnold, Amanda) ORCID (Natarajan, Madison) ORCID (Randall, Ashley K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000236
Schlagwörter	Barriers; Faculty Advisers; Teacher Student Relationship; STEM Education; Academic Persistence; Graduate Students; Minority Group Students; Females; Social Support Groups; Student Attitudes + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; STEM; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Weibliches Geschlecht; Social support; Soziale Unterstützung; Schülerverhalten
Abstract	Social Cognitive Career Theory (SCCT) posits that contextual supports and barriers can either promote or inhibit academic and career progress. However, little is known about how challenges outside of the academic setting impact academic persistence of women of color (WOC) in advanced STEM degrees. This study aims to understand the personal challenges experienced by WOC in STEM doctoral programs and their perceptions of related support from faculty advisors. A constant comparative qualitative examination was conducted using semi-structured interviews with 11 WOC who either chose to complete or discontinue their STEM doctoral programs. Two overarching themes emerged from the data: personal challenges (i.e., difficulties experienced outside of the academic setting) and advisor support (i.e., the degree to which participants perceived their advisors' actions as supportive). Personal challenges included financial difficulties, family challenges, romantic relationship difficulties, personal health challenges, adjustment to U.S. culture, and challenges related to pregnancy and childcare. Participants also discussed whether they chose to share these challenges with their advisors and the type of support received (i.e., instrumental support or emotional support). The findings of this study highlight the personal challenges experienced by WOC in STEM doctoral programs and the role of advisor support in mitigating or exacerbating the impact of these challenges on academic persistence. Lastly, implications for future research and academic programs are discussed. (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