When Doing Science Is Not Enough: Inequality in the Opportunity to Become a Scientist

• In Event: Success in STEM Graduate Programs

Abstract

Based on interviews with 90 doctoral students in biological sciences, we examine how graduate students develop research skills during the second stage of socialization. The findings reveal two groups of students: ‘doers’ who focus on discrete tasks and data collection, and ‘interpreters’ who see their research as part of a larger process of scientific discovery. While all doctoral students have the opportunity to develop research skills, only ‘interpreters’ do so in ways that prepare them for careers as scientists. Notably, ‘interpreters’ are disproportionately white males, with women and students from minoritized racial/ethnic groups being concentrated among the ‘doers.’ Implications for socialization theory and reforming graduate education to facilitate equitable skill development for all students are discussed. 

Authors

• Jesse McCain, University of Virginia

• Josipa Roksa, University of Virginia