The Matthew Effect in STEM Ph.D. Programs: A Mixed-Method Study

• In Event: Contemporary Applications of the Weidman Model of Undergraduate Socialization

Abstract

In studying scientific careers, Merton (1968) coined the term “Matthew effect” to describe the process of cumulative advantage. Small differences in initial productivity compound over time, leading to increasing distance between those who have the initial advantage and those who do not. In this paper, we offer evidence of a similar phenomenon accounting for differential patterns of development in Ph.D. students as they develop their research skills and explore the differences in socialization experiences that accompany the different developmental trajectories. Quantitative analysis indicated large effect sizes for later research skill performance after controlling for initial performance levels. Qualitative analysis indicated that students with stronger initial skills were more likely to report greater autonomy and more demanding expectations from their advisors.

Authors

• David F. Feldon, Utah State University

• Michelle A. Maher, University of South Carolina

• Josipa Roksa, University of Virginia

• James Peugh, University of Virginia