Demographics Matter: Non-White and White Life Science Graduate Students Perceive and Use Resources Differently

Autor/inn/en	Weatherton, Maryrose; Schussler, Elisabeth E.
Titel	Demographics Matter: Non-White and White Life Science Graduate Students Perceive and Use Resources Differently
Quelle	In: CBE - Life Sciences Education, 21 (2022) 4, Artikel 79 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Racial Differences; Graduate Students; Student Attitudes; Use Studies; Educational Resources; STEM Education; Student Characteristics; Minority Group Students; White Students; Gender Differences; First Generation College Students; Academic Support Services; Student Personnel Services + Suchen Sie Ihr Suchwort? Rassenunterschied; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Benutzerschulung; Bildungsmittel; STEM; Geschlechterkonflikt
Abstract	Many studies and interventions have been conducted to combat differential academic outcomes between majority and minoritized student populations in science, technology, engineering, and mathematics (STEM) higher education; however, few studies have examined resource use as a factor impacting these differences. Resource use is critical to success in myriad fields, and we posit that understanding resource use in graduate education, including the use and perception of resources, may be important in understanding differential outcomes and success among STEM graduate students. We employed a national survey of life science graduate students (N = 534) to describe student resource use outcomes and how these outcomes may be related to student demographic characteristics. The survey collected data on the following resource use outcomes: what resources students use, how often they use them, and how useful they perceive them to be. Academic stipend was the most frequently used resource and was perceived to be the most useful resource. Analysis of variance modeling and Tukey post hoc tests indicated that year in program, racial identity, gender identity, and college generation status all impacted student frequency of use or perception of usefulness for some resources, with the greatest differentials between white and non-white students. We conclude with recommendations for policy, practice, and future research. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01