Understanding Majority and Minority Engineering Graduate Student Socialization Experiences: A Mixed-Methods Approach

• In Event: 43.079 - Sheraton Roundtable Session Six - Grand Centre
  In Roundtable Session: 43.079-4 - Supporting Diversity in STEM Experiences and Pathways in Higher Education

Abstract

Informed by Socialization Theory, this study employed a mixed method design to examine how prior experiences and academic and social interactions during graduate school enrollment play a role in the socialization experiences among domestic engineering graduate students. Additionally, we examine differences between graduate students belonging to racial/ethnic minority groups and those belonging to a majority group. Findings provide further quantitative and qualitative evidence about the importance of advisor relationships. Findings also suggest that programs may want to provide clear performance expectations and provide faculty training in effective mentorship. Departments would be well served to use the findings from this study to address the needs identified by minority students who are more likely to experience isolation.

Authors

• Catherine Amelink, Virginia Polytechnic Institute and State University

• Cherie D Edwards, Virginia Polytechnic Institute and State University

• Mayra S Artiles, Virginia Polytechnic Institute and State University