Historically Underrepresented Graduate Students' Experiences During theCOVID‐19 Pandemic

Abstract

Objective The purpose of this study was to understand the experiences of historically underrepresented graduate students, more than half of whom were enrolled in science, technology, engineering, and mathematics (STEM) disciplines, during the COVID‐19 pandemic. This focus group study represents an initial stage in developing an intervention for historically underrepresented graduate students and their families. Background Underrepresentation of graduate students of color in STEM has been attributed to a myriad of factors, including a lack of support systems. Familial support is an endorsed reason for persisting in graduate school. It is unclear what historically underrepresented graduate students' experiences are during uncertain times, such as a pandemic. Method Focus groups were conducted online using a videoconferencing platform during the COVID‐19 pandemic. Five focus groups included: historically underrepresented doctoral students (n = 5), historically underrepresented master's students (n = 6), academic faculty (n = 7), administrator, administrative faculty, and academic faculty (n = 6), and families of historically underrepresented doctoral students (n = 6). Data were analyzed using thematic analysis. Results Historically underrepresented graduate students experienced difficulties in accessing resources, adjustments to home and family life, amplification of existing nonfinancial issues, and expressed both fears of and hopes for the future. Conclusion The COVID‐19 pandemic exacerbated existing inequalities in access to resources as well as nonfinancial family support. Implications This study may help normalize historically underrepresented graduate students' experiences during the COVID‐19 pandemic. The findings include ideas for informing families about graduate school that can enlighten family support efforts for historically underrepresented graduate students and their families.

Hidden Costs: COVID-19’s Disproportionate Impact on Underrepresented Groups in Online Computing Education

“…In other words, we find that disruptions may threaten the utility of online education to meet growing demands of the skill marketplace for underrepresented groups, for whom learning may be the first domain to face pressure. Consistent with recent findings by Walsh et al (2021), our results show that negative impacts of the pandemic are not limited to persons employed in frontline, low-wage sectors, but also occurred among underrepresented groups in a higher SES occupational sector. Using a larger sample and quantitative analyses, our findings support and extend Walsh et al's (2021) findings and further suggest that the more disruptive effects of the pandemic on underrepresented groups in bright prospect sectors may be more widespread than initially expected across industry sectors.…”

“…This aligns with a growing corpus of work in other knowledge-based industries, for example the research and academic community, where younger employees and women have experienced considerable challenges, threats to well-being and diminished productivity during the pandemic (Barber et al, 2021;Krukowski et al, 2021;Myers et al, 2020). Our findings are particularly well aligned with prior research emphasizing the important role played by social support in mitigating negative learning experiences (Cho et al, 2021;Giancola et al, 2009;Walsh et al, 2021).…”

“…However, it is also possible that there has been selective negative impact in the relatively higher-wage sector of science, technology, engineering, and mathematics (STEM) as well, particularly with respect to women and members of underrepresented groups seeking to advance their career through graduate education. Highlighting the critical influence of context on disruption during the pandemic, for example, Walsh et al (2021) found that female and racial/ethnic minority graduate students and faculty reported difficulties during the pandemic that were inherently tied to aspects of their personal identity and background. The current study focuses on selective impacts of the pandemic on students pursuing an online master's degree in computer science, a field for which investments in advanced professional education have implications for the participation of underrepresented groups and for long-term economic well-being (Black & Lynch, 2004;Brynjolfsson & Saunders, 2009;Doerschuk et al, 2016;Fountain, 2000).…”

Intersecting Race and Gender Across Hardships and Mental Health During COVID-19: A Moderated-Mediation Model of Graduate Students at Two Universities

“…While this early research has identified some important protective factors for university students, such as having income stability and living with one’s parents (Cao et al, 2020 ), research has yet to rigorously explore the types of hardships that are associated with university students’ mental health. Also, even though racial/ethnic and gender disparities in hardships, protective factors, and mental health have been reported in university settings (Walsh et al, 2021 ), research has yet to empirically establish how these disparities relate to differences in mental health outcomes. Furthermore, students’ occupation of multiple facets of identity can impact their experiences during the pandemic and, ultimately, their mental health (Conrad et al, 2021 ).…”

Motvational Design for Inclusive Digital Learning Innovation: A Systematic Literature Review

“…All the demographic, educational, and social backgrounds among online learners are the foundation to form their unique motivational needs and therefore, influence engagement with online learning. As an example, studies have shown that ethnically underrepresented students in STEM fields tend to struggle with having motivation for online courses (Asgari et al, 2021;Cromley & Kunze, 2021;Walsh et al, 2021). In contrast, an alternative study (Amina, 2021) reports that women's capabilities are increased through expanded access to online learning by having more opportunities to be involved in their STEM-related jobs during the pandemic.…”