More Like this

1. Reimagining doctoral mentoring: Toward the development of culturally liberative STEM faculty doctoral mentors

   Howell, Cathy; Lambert, Marah; Gnanadass, Edith; Merriweather, Lisa R. (May 2023, Proceedings of the Adult Education Research Conference)

   Using anti-Black racism and critical capital theory, this paper highlights findings of a meta-analysis based on research products developed from a qualitative multiple embedded case study of STEM doctoral mentoring and argues for the development of culturally liberative doctoral mentorship. 

   more » « less
2. Expectations Versus Reality: Understanding Women STEM Doctoral Students' Perceptions and Experiences on Doctoral Mentoring Relationships

   https://doi.org/10.18260/1-2--47387  

   Lambert, Marah; Merriweather, Lisa; Howell, Cathy; Yaya_Bryson, Dilara; Gnanadass, Edith (June 2024, ASEE Conferences)
3. Minority STEM Doctoral Student Success (Experience)

   https://doi.org/10.18260/1-2--34976  

   Schimmel, Keith; Campbell, C. Dean; Gumpertz, Marcia; Huet, Yvette; Kelkar, Ajit; Kizito, John (January 2020, ASEE Annual Conference proceedings)
4. Familial roles and support of doctoral students

   https://doi.org/10.1111/fare.12848  

   Walsh, Bridget A.; Mitchell, Sarah; Batz, Ruby; Lee, Angela; Aguirre, Matthew; Lucero, Julie; Edwards, Adrienne; Hambrick, Keira; Zeh, David W. (July 2023, Family Relations)

   Objective: Identify the role(s) and support(s), if any, that family members provide to first-generation and historically marginalized doctoral students, including strengths and challenges of this support. Background: Nonfinancial family support is important for the success and retention of first-generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed. Method: During an intervention designed for firstgeneration and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis. Results: Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life. Conclusion: The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States. Implications: Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success. 

   more » « less
5. Doctoral student experiences in biological sciences laboratory rotations

   https://doi.org/10.1108/SGPE-02-2019-050  

   Maher, Michelle A.; Wofford, Annie M.; Roksa, Josipa; Feldon, David F. (April 2019, Studies in Graduate and Postdoctoral Education)