Department Climate and Mentoring Experiences as Influences on STEM Academic Identity and STEM Persistence Among Underrepresented Racial/Ethnic-Minority Doctoral Students

• In Event: Sheraton Roundtable Session 24
  In Roundtable Session: Struggling to Connect: The Politics of Identit(ies) in STEM Education

Abstract

This study examined contextual experiences affecting underrepresented racial/ethnic minority (URM) doctoral students’ academic identity in science, technology, engineering, and mathematics (STEM), using longitudinal survey data from URM students (N=507) from 5 public research universities. Preliminary analyses indicate identity-based stigma experiences (negative racial climate, micro-aggressions, unsupportive mentoring) negatively related to academic identity (e.g., disciplinary centrality, self-efficacy, sense of belonging) and persistence outcomes (academic struggles, faculty/university research career interests). Contextual resources (quality mentoring, inclusive climate, same race mentors) and students’ individual/cultural assets (racial identity, cultural supports) enhanced academic identity and persistence and attenuated impacts of stigma experiences on academic identity and persistence. Content analysis of qualitative responses will further illuminate experiences across disciplines. Implications for theory and institutional practices will be discussed.

Authors

• Tabbye Maria Chavous, University of Michigan

• Raul Gamez, University of Michigan - Ann Arbor

• Seanna C Leath, University of Michigan - Ann Arbor

• Christina S. Morton, University of Michigan - Ann Arbor

• Gordon J. M. Palmer, University of Michigan - Ann Arbor

• Laura Sanchez-Parkinson, University of Michigan

• Kelly Slay, University of Maryland - College Park