How STEM lab settings influence graduate school socialization and climate for students of color.

Rodriguez, Sarah L.; Perez, Rosemary J.; Schulz, Jessica M.

doi:10.1037/dhe0000361

Cited by 21 publications

(12 citation statements)

References 43 publications

(146 reference statements)

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“…For example, Stockard et al (2021) examined inequalities in the graduate experiences of underrepresented minorities (URMs) in Chemistry, in which they revealed that URMs are less likely to report insufficient financial support or have supportive relationships with peers and advisors. Likewise, Rodriguez et al (2022) examined the experiences of graduate students of color in STEM research laboratory settings and reported that graduate students of color characterized their socialization experiences in their STEM labs as both isolating and competitive, disruptive to their familial structures, and forcing them to create their own structures of support. Although these studies and others (e.g., Bahnson et al, 2019; Fisher et al, 2019; Wilkins‐Yel et al, 2019) provide necessary evidence of systemic inequalities related to race/ethnicity in graduate science experiences, they overlook racialized experiences that emerge from careful consideration for the heterogeneity of the race and ethnic groups that make up the social construct of students of color or underrepresented minorities and they ignore the unique contexts of certain scientific disciplines.…”

Section: Empirical Underpinningsmentioning

confidence: 99%

Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs

Google,

Bowen,

Brownell

et al. 2023

J Res Sci Teach

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To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success.

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Section: Empirical Underpinningsmentioning

confidence: 99%

Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs

Google,

Bowen,

Brownell

et al. 2023

J Res Sci Teach

View full text Add to dashboard Cite

show abstract

“…A positive experience in graduate school can be seen largely as the result of socialisation – a process in which students develop their professional identity 5 through gaining “knowledge, skills, and values necessary for successful entry into a professional career” 3 . Higher education research shows that differences in socialisation often align with differences in race, gender, and other socioeconomic factors 1 , 6 …”

Section: The Case For Actionmentioning

confidence: 99%

“They are not Alone”: Mentoring Women Graduate Students

Griffith

Sharp

2022

Significance

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“…The success in changing the source data for the global primary care ranking and its weight is a step in the right direction, but the greater success was in adding 4 new rankings in 2021 (2022 rankings): (1) graduates practicing in primary care fields; (2) student diversity; (3) graduates practicing in medically underserved areas; and (4) graduates practicing in rural areas. The methods underpinning the new additional rankings are explained in US News . These changes reflect a long collaboration between the Robert Graham Center of the American Academy of Family Physicians and the Fitzhugh Mullan Institute at George Washington University (Washington, DC) to develop social mission measures for medical schools …”

Section: New Measures For Primary Care Rankingsmentioning

confidence: 99%

Increasing Transparency for Medical School Primary Care Rankings—Moving From a Beauty Contest to a Talent Show

2021

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The U.S. News & World Report (US News) annually ranks educational institutions on several criteria that affect many readers' views of their institutional reputations. 1 One critic of the US News rankings recently declared the medical school rankings a "beauty contest." 2 We agree and set out several years ago to persuade US News to shift the source of its data and diversify the foci of its medical school rankings to reflect a broader range of social mission metrics. We focused this effort on US News' "Best Medical Schools: Primary Care" ranking because of the ongoing erosion of the primary care physician workforce and because, for some schools, it is a specific social mission.The new overall Best Medical Schools for Primary Care rankings were modified in 2021 such that 30% of the score is now based on graduates practicing primary care after their residency training rather than those entering primary care training. Initial residency comprises 10% of the score, which still overestimates primary care, but this measure has been reduced from its previous weighting of 30%. The remaining score (60%) is still largely based on reputation, which is assessed by (1) surveys of medical school deans, internal medicine chairs, or admissions directors (15%); (2) survey of primary care residency directors (15%); (3) student selectivity (median Medical College Admission Test score, 9.75%; median undergraduate grade point average, 4.5%; acceptance rate, 0.75%); and(4) faculty to student ratio (15%).

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How STEM lab settings influence graduate school socialization and climate for students of color.

Cited by 21 publications

References 43 publications

Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs

Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs

“They are not Alone”: Mentoring Women Graduate Students

Increasing Transparency for Medical School Primary Care Rankings—Moving From a Beauty Contest to a Talent Show

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