Reducing Discrimination and Increasing Belonging in Graduate Education Through Structure

• In Event: Investigating Sense of Belonging Across Student Groups and Experiences

Abstract

Racial and gender disparities still exist in the U.S. graduate education, especially in science, technology, engineering and Mathematics (STEM) fields. Underrepresented minority and female students still face great challenges due to discrimination and a lack of belonging. In this paper, we test whether structure in graduate programs—operationalized as clear expectations and guidelines—may influence graduate student outcomes, and help reducing discrimination and increasing belonging. Our results suggest that structure in graduate education can reduce discrimination (measured by identity exclusion) and foster a sense of belonging. We also show that structure is positively related to job satisfaction and job productivity. Implications for diversity and equity in higher education are discussed.

Authors

• Jue Wu, University of Florida

• Colette E. Patt, University of California - Berkeley

• Rodolfo Mendoza-Denton, University of California - Berkeley