Academic Norms for STEM Graduate Students: Assessing Identity and Advising

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 1
  In Roundtable Session: Graduate Student Experience and Institutional Structures (Table 9)

Abstract

Understanding the trajectories of underrepresented students in STEM education is essential for a sustainable and diverse workforce, but insights into STEM doctoral education are limited. By employing the longitudinal data from the Early Career Research (ECR) project, this study investigated how students' perceived campus climate and commitment differ by their demographics and how faculty advising relates to students’ socialization to research norms. Using multivariate regression with fixed effect, this study found that minority students are more likely to perceive discrimination compared to White/Asian counterparts, and faculty advising is strongly and positively related to the department's social and scholarly environment. Policy implications indicate the need for practical faculty training to enhance advising practices, fostering a more supportive and inclusive environment.

Authors

• Hanyun Cui, Boston University

• Jerry M. Whitmore, Boston University

• Insoo Kang, Boston University