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Science, technology, engineering, and mathematics (STEM) doctoral programs are uniquely challenging for Women of Color due to the prevalence of gendered and racialized encounters. The cumulative toll of these marginalizing experiences can negatively impact graduate Women of Color’s mental health and STEM persistence. The current study examines the benefits that graduate women derived from utilizing counseling services to mitigate the psychological toll of these negative encounters. Semi-structured interviews were conducted with eight racially diverse women who either completed or discontinued their STEM doctoral programs prior to completion. Participants' narratives revealed two themes: precipitating events to seek counseling and benefits of utilizing counseling, which includes three sub-themes: feeling heard, increased self-awareness, skill-building. The findings of this study highlight how counseling services are overwhelmingly positive for graduate Women of Color experiencing challenges in STEM, regardless of whether or not the decision to utilize services results in degree completion. Implications for the findings are discussed. 

Women pursuing graduate studies in STEM fields often face challenges, such as implicit and explicit messages (e.g., microaggressions, stereotyping) that communicate their lack of belonging in STEM, the delegitimization of their skills and expertise, and instances where both their voice and physical presence are ignored. These gendered, and in the case of Women of Color (WoC), racialized experiences, result in additional stress that negatively influences women’s efforts to persist and succeed in STEM fields. This study, which is part of a larger NSF-funded project within the CareerWISE (CW) research program, highlighted the voices of white women and WoC in STEM doctoral programs with the goal of identifying factors that promote their STEM persistence. A total of 33 women in STEM doctoral programs across the United States were interviewed. Participants were asked to provide recommendations for fellow women in STEM who are considering leaving their programs to facilitate their persistence amidst challenges they might face. The findings were summarized into four broad themes: 1) seek interpersonal support, 2) prioritize mental health and wellbeing, 3) affirm and encourage one’s belongingness in STEM, and 4) explore different academic options if needed. Findings led to important implications for current and future graduate students, departments, and institutions (i.e., building community, fostering a welcoming environment, reducing barriers to persistence).