Climate For Graduate Students In Science And Engineering Departments

Abstract

Departmental climate and academic/social integration are key factors influencing the retention and advancement of female graduate students [1]. Yet little is known about graduate student perceptions relative to department climate or their social and academic experiences in science and engineering graduate programs. Recent studies on graduate education highlight the need for more research in this area [2-4]. Administered at a large Pacific Northwest research university, the Science and Engineering Graduate Student Experience Survey explores graduate student perceptions about faculty relationships, departmental climate and the relevance of work/life issues in decision-making. Responses totaled 574 graduate students from 18 science and engineering departments. The survey data was disaggregated by gender, science/engineering departments, and program level (Masters vs. Ph.D.). Results suggest that there are significant differences between male and female graduate students, graduate students in science and engineering departments, as well as different gender issues in science departments than in engineering departments. Logistic regression was used to test the association of climate and integration factors with graduate degree progress. Multinomial logit regression estimates the effects of climate and integration measures on career commitment. Both regression analyses find that certain aspects of climate and integration are significantly associated with graduate student advancement and retention.

An Exploratory Study of Engineering Graduate Student Persistence: Self-Efficacy and Contextual Influences

“…While research on the influence of campus climate on undergraduate student populations in STEM fields is instructive, there are few quantitative studies on graduate students in STEM. An exception is a study by Litzler et al (2005). These researchers investigated the science and engineering graduate student experience, specifically to understand the experiences of female graduate students at each step of the doctoral pathway.…”

Qualitative Analysis of Undergraduate and Graduate Female Engineering Students’ Strategies in Response to Gender Stereotype or Bias

“…It is noteworthy that in our sample 82% of the participants reported experiencing gender stereotype or bias. Litzler et al [27] stated that masculine ideals dominate scientific fields, our results showed chilly climates for women students in engineering are still prevalent. This rate of exposure to gender bias is alarming given that research suggests there is a link between experiencing gender bias and lower STEM motivation in women [3].…”

Welcome to the Evan & Eddie Show!: Conversations about career journeys

“…Postdoctoral trainees work longer hours than most American workers for pay that is typically less than that of people of comparable age with a bachelor's degree [4]. Similarly, graduate students' concerns about the workload and pace of graduate training are well-established [5]. In fact, concerns about workload arise even in the first year of undergraduate engineering education [6].…”