Experiences and perspectives of African American, Latina/o, Asian American, and European American psychology graduate students: A national study.

Matón, Kenneth I.; Wimms, Harriette; Grant, Sheila K.; Wittig, Michele Andrisin; Rogers, Margaret R.; Vásquez, Melba J. T.

doi:10.1037/a0021668

Cited by 84 publications

(101 citation statements)

References 62 publications

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“…The result that a sense of relatedness to an advisor was positively related to motivation to continue and graduate student program satisfaction was not unexpected; the importance of the advisor has been documented in many other studies (Bair & Haworth, 1999Faghihi et al, 1999Lan & Williams;2005;Lovitts, 2001Lovitts, , 2008Maton et al, 2011;Paglis et al, 2006;Tenenbaum et al, 2011;Zhao et al, 2007). What was not studied in the investigation was a sense of relatedness to peers.…”

Section: Further Researchmentioning

confidence: 71%

“…That is, doctoral students who felt a sense of relatedness with their advisor felt more satisfied with graduate school than those did not have that sense of relatedness with their advisor. Previous research also supports that mentoring and positive advisor relationships are positively related to graduate student program satisfaction (Maton et al, 2011;Nettles & Millett, 2006, chap. 11;Tenenbaum et al, 2001).…”

Section: Hypothesis 2: Autonomy Competence and Relatedness Will Be mentioning

confidence: 78%

“…As found in previous studies, advisors are critical for doctoral program completion (Bair & Haworth, 1999;Faghihi et al, 1999;Lan & Williams;2005;Lovitts, 2001Lovitts, , 2008Maton et al, 2011;Paglis et al, 2006;Tenenbaum et al, 2011;Zhao et al, 2007). A spotlight was put on the interpersonal dimensions of the advising relationship in this study.…”

Section: Implications For Doctoral Facultymentioning

confidence: 98%

“…11). Psychosocial mentoring (i.e., respecting the student as an individual) has been reported as having a positive relationship with graduate student program satisfaction with their studies and the overall graduate experience (Maton et al, 2011;Tenenbaum et al, 2001). …”

Section: Relatednessmentioning

confidence: 99%

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Motivation, Satisfaction, and Innate Psychological Needs

Mason

2012

IJDS

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This study investigates the roles that innate psychological needs and student satisfaction have on doctoral student motivation. A total of 125 doctoral students completed surveys that included how autonomous, competent, satisfied with their program, and motivated they felt. Information about their sense of relatedness to their advisor was also collected. Autonomy was defined as the freedom to do one's own research. Competence was the overall level of competence the students felt they had in graduate school. A sense of relatedness toward the students' advisor was the relatedness factor. Hierarchical regression analyses were completed to investigate the relationships among autonomy, competence, relatedness, satisfaction, and motivation to continue graduate school. The results indicated that there was a positive relationship between motivation to continue and autonomy, competence, and relatedness. Autonomy and relatedness were positively related to satisfaction, but competence was not. The relationship between autonomy and relatedness was mediated by satisfaction. The importance of students' having autonomy over their research indicates that advisors should give their students independence in developing their research agendas. Having a collegial relationship with advisors is also critical for students' satisfaction and motivation, so these relationships should be encouraged. Limitations, implications, and further research are discussed.

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Section: Further Researchmentioning

confidence: 71%

Section: Hypothesis 2: Autonomy Competence and Relatedness Will Be mentioning

confidence: 78%

Section: Implications For Doctoral Facultymentioning

confidence: 98%

Section: Relatednessmentioning

confidence: 99%

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Motivation, Satisfaction, and Innate Psychological Needs

Mason

2012

IJDS

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“…Microaggressions may be unconsciously delivered and often take the form of subtle slights, snubs, and questions about one's ability and belonging (Solorzano, Allen, & Carroll, 2002;Solorzano, Ceja, & Yosso, 2000;Sue et al, 2007). Research found that the experience of microaggressions in academic and social spaces on campus negatively influences retention, perception of the campus climate, and academic success (Clark, Mercer, Zeigler-Hill, & Dufrene, 2012;Gomez, Khurshid, Freitag, & Lachuk, 2011;Maton et al, 2011;Nadal, Pituc, Johnston, & Esparrago, 2010;Solorzano et al, 2000;Van Ryzin, Gravely, & Roseth, 2009;Walton & Cohen, 2007;Yosso, Smith, Ceja, & Solorzano, 2009). Although microaggressions have not been studied specifically as they relate to graduate student sense of belonging, previous research suggests to us that they could negatively impact graduate student sense of belonging.…”

Section: Microaffirmations and Microaggressionsmentioning

confidence: 99%

Sense of Belonging and Its Contributing Factors in Graduate Education

O’Meara

Griffin

Kuvaeva

et al. 2017

IJDS

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Aim/Purpose: The purpose of our study was to gain a better understanding of the factors that contribute to graduate student sense of belonging and gain insights into differences in sense of belonging for different groups of students. Background: Sense of belonging, or the feeling that a person is connected to and matters to others in an organization, has been found to influence college student retention and success. Literature on sense of belonging has, however, focused primarily on undergraduate students and little is known about graduate students’ sense of belonging. Methodology: We conducted an exploratory, cross-sectional survey study of graduate students at four public doctoral and comprehensive universities in Maryland, USA. All four institutions were participating in the NSF-funded PROMISE program, which strives to support the retention and academic success of women and underrepresented minority (URM) graduate students. A total of 1,533 graduate students from these four institutions completed the survey. To analyze our data, we used Structural Equation Modeling (SEM) to test direct and indirect effects of multiple latent variables (i.e., gender, race/ethnicity, STEM affiliation, critical mass of women, participation in the PROMISE program, sense of belonging) on each other. Contribution: Research found that sense of belonging influences graduate student retention and success. Thus, gaining a better understanding of the factors that influence graduate student sense of belonging can help improve retention and completion rates, an important issue as national seven-year completion rates have hovered around 44% in the United States. Completion rates have been even lower for women and URM students (i.e., African Americans, Hispanics, American Indians, Alaska Natives, and Native Hawaiians or other Pacific Islanders) compared to White students, making sense of belonging an important topic to study for these populations. Findings: We found that professional relationships matter most to graduate student sense of belonging. Professional relationships influenced graduate student sense of belonging more than reported microaggressions and microaffirmations, though they also played a role. We also found differences based on students’ identity or group membership. Overall, microaffirmations played a bigger role in female graduate student sense of belonging and the eco-system of non-STEM programs seemed to have more facilitators of sense of belonging than the ecosystem of STEM programs. Recommendations for Practitioners: We recommend that graduate programs think strategically about enhancing sense of belonging in ways appropriate to the distinct culture and nature of graduate education. For example, departments can make efforts to support sense of belonging through creating community-oriented peer networks of students, transparent policies, and access to information about resources and opportunities. Programs such as PROMISE can support the retention and success of women and URM graduate students, but aspects of these programs also need to be incorporated into graduate programs and departments. Impact on Society: Because graduate student sense of belonging has been found to impact stu-dents’ interest in careers in academia, fostering graduate student sense of be-longing could be a tool for improving pathways to the professoriate for groups that are typically underrepresented in academia such as women and racial or ethnic minorities. Increasing the number of women and URM faculty could, in turn, positively impact the support available to future URM students, which could positively influence future URM students’ sense of belonging. Future Research: Sense of belonging is an important area for future graduate education research and should be studied through survey research with a larger sample of U.S. students than the current study. Sense of belonging is relevant to graduate education worldwide. Future studies might explore graduate student sense of belonging in different national contexts and the role culture plays in shaping it. Moreover, changes in graduate student sense of belonging over the course of their program should be assessed.

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Power Within the Counselor Identity Development of African American Women in Pastoral Counseling

Jangha

Magyar‐Russell

O’Grady

2018

Counseling and Values

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This study explored experiences of power among 11 African American female pastoral counselors‐in‐training. Limited research exists within the field of pastoral counseling regarding the dynamics of power within the development of minority counselors‐in‐training. Experiences of power such as microaggressions and empowerment were evidenced in the art created by participants during their qualitative interviews. Use of a heuristic arts‐based research design resulted in 6 final essences (major themes): symbolic analysis of the journey of identity development, empowerment, powerlessness, ownership of power, integration, and pervasive spirituality. Practical implications for counselor educators and pastoral counseling programs are provided.

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Experiences and perspectives of African American, Latina/o, Asian American, and European American psychology graduate students: A national study.

Cited by 84 publications

References 62 publications

Motivation, Satisfaction, and Innate Psychological Needs

Motivation, Satisfaction, and Innate Psychological Needs

Sense of Belonging and Its Contributing Factors in Graduate Education

Power Within the Counselor Identity Development of African American Women in Pastoral Counseling

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