TY - CONF
T1 - Lessons from Diverse Women in STEM
T2 - CoNECD 2021
AU - Schuyler, Sophie
AU - Briseno, Jonathan S.
AU - Natarajan, Madison
AU - Sista, Anushka
AU - Wilkins-Yel, Kerrie G.
AU - Arnold, Amanda
AU - Bekki, Jennifer M.
AU - Bernstein, Bianca L.
AU - Randall, Ashley K.
N1 - Funding Information:
Bianca L. Bernstein, Ph.D. is Professor of Counseling and Counseling Psychology in the College of Integrative Sciences and Arts at Arizona State University. Dr. Bernstein guides the CareerWISE research program, supported by the National Science Foundation since 2006. Her over 250 publications and presentations and over $4 M in external support have focused on the application of psychological science to the career advancement of women and underrepresented minorities and the development of effective learning environments for graduate education.She is a fellow of the American Psychological Association and American Association for the Advancement of Science and has won a number of awards for her work on equity, inclusiveness and mentoring of students and faculty. Dr. Bernstein holds a bachelor’s in psychology from the University of California at Berkeley and graduate degrees in Counseling Psychology from the University of California at Santa Barbara.
Publisher Copyright:
© American Society for Engineering Education, 2021
PY - 2021/1/24
Y1 - 2021/1/24
N2 - Women pursuing graduate studies in STEM fields often face challenges, such as implicit and explicit messages (e.g., microaggressions, stereotyping) that communicate their lack of belonging in STEM, the delegitimization of their skills and expertise, and instances where both their voice and physical presence are ignored. These gendered, and in the case of Women of Color (WoC), racialized experiences, result in additional stress that negatively influences women's efforts to persist and succeed in STEM fields. This study, which is part of a larger NSF-funded project within the CareerWISE (CW) research program, highlighted the voices of white women and WoC in STEM doctoral programs with the goal of identifying factors that promote their STEM persistence. A total of 33 women in STEM doctoral programs across the United States were interviewed. Participants were asked to provide recommendations for fellow women in STEM who are considering leaving their programs to facilitate their persistence amidst challenges they might face. The findings were summarized into four broad themes: 1) seek interpersonal support, 2) prioritize mental health and wellbeing, 3) affirm and encourage one's belongingness in STEM, and 4) explore different academic options if needed. Findings led to important implications for current and future graduate students, departments, and institutions (i.e., building community, fostering a welcoming environment, reducing barriers to persistence).
AB - Women pursuing graduate studies in STEM fields often face challenges, such as implicit and explicit messages (e.g., microaggressions, stereotyping) that communicate their lack of belonging in STEM, the delegitimization of their skills and expertise, and instances where both their voice and physical presence are ignored. These gendered, and in the case of Women of Color (WoC), racialized experiences, result in additional stress that negatively influences women's efforts to persist and succeed in STEM fields. This study, which is part of a larger NSF-funded project within the CareerWISE (CW) research program, highlighted the voices of white women and WoC in STEM doctoral programs with the goal of identifying factors that promote their STEM persistence. A total of 33 women in STEM doctoral programs across the United States were interviewed. Participants were asked to provide recommendations for fellow women in STEM who are considering leaving their programs to facilitate their persistence amidst challenges they might face. The findings were summarized into four broad themes: 1) seek interpersonal support, 2) prioritize mental health and wellbeing, 3) affirm and encourage one's belongingness in STEM, and 4) explore different academic options if needed. Findings led to important implications for current and future graduate students, departments, and institutions (i.e., building community, fostering a welcoming environment, reducing barriers to persistence).
KW - Academic success
KW - Persistence
KW - STEM
KW - Women
KW - Women of color
UR - http://www.scopus.com/inward/record.url?scp=85125167049&partnerID=8YFLogxK
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M3 - Paper
AN - SCOPUS:85125167049
Y2 - 24 January 2021 through 28 January 2021
ER -