The Academic Progress of International Graduate Students in STEM Master’s Programs in the U.S.

• In Event: Transforming STEM Departments: Institutional Change for Equity and Inclusion

Abstract

This quantitative study on international graduate students in STEM master’s programs aimed to understand the association between different types of interactive support from five institutional agents (peers, faculty, mentors, advisors, staff) and students’ academic progress. We used primary survey data that included over 350 students across 12 predominately White (PWI) research-based institutions in the Western and Mid-Western U.S. Drawing from concepts of social, cultural, and navigational capital, we proposed that greater support from these agents would be important for academic progress, or program milestones (e.g., thesis committee chosen). We found peer and faculty support played a positive and statistical role in progress, although staff/other support was negatively associated. Mentors and advisors were neither positively nor negatively associated with academic progress.

Authors

• Carrie B. Myers, Montana State University

• Scott M Myers, Montana State University