Women in Science, Technology, Engineering, and Mathematics (Stem) Fields: Mentoring Pathways During the Ph.D.
Abstract
Women make up a little over half of higher education enrollment in the United States and earn more college and graduate degrees than men earn. However, the gender gap in science education at all academic levels persists. This is especially true in high-end, math-intensive fields such as engineering and statistics. Research suggests that a contributing factor to the departure of women pursing degrees in science, technology, engineering, and mathematics (STEM) is due to a lack of preparation and mentoring. Research surrounding graduate student success focuses on graduate student attrition; why students leave instead of why they stay. Graduate socialization models as well as graduate persistence models suggest that mentoring is a key factor in persistence. While some research exists related to graduate student mentoring, little is known about the factors of mentoring that contribute to graduate student success.
The purpose of this qualitative case study was to examine the role that mentoring plays in the persistence of domestic female STEM doctoral students through the lens of socialization. Twelve domestic female doctoral students at a Doctoral University – Very high research were interviewed. All women were in at least their third year of their doctoral program and identified as enrolled in a STEM discipline based on National Science Foundation (NSF) definitions. Data were analyzed using the constant comparative method.
Findings suggest that early preparation for doctoral graduate school matters and typically comes in the form of mentorship from faculty at the undergraduate or master’s level. Additionally, participants often expressed disconnect between a desired connection to and support from their graduate faculty advisor compared to their experiences of technical training and academic guidance. For all participants a noted investment in oneself translated to a determination and focus that can be described as grit. In addition, participants indicated that while mentorship came from both male and female faculty, female faculty role models were essential to their ability to see themselves in a successful STEM career post degree. Implications for department and discipline onboarding as well as the support of graduate students are discussed. Additional research focused on graduate student grit and perseverance is recommended.
Citation
Baker, Stefanie Anne (2020). Women in Science, Technology, Engineering, and Mathematics (Stem) Fields: Mentoring Pathways During the Ph.D.. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /192180.