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Structure and belonging: Pathways to success for underrepresented minority and women PhD students in STEM fields

机译：结构和归属感：STEM领域代表性不足的少数族裔和女性博士生的成功之路

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The advancement of underrepresented minority and women PhD students to elite postdoctoral and faculty positions in the STEM fields continues to lag that of majority males, despite decades of efforts to mitigate bias and increase opportunities for students from diverse backgrounds. In 2015, the National Science Foundation Alliance for Graduate Education and the Professoriate (NSF AGEP) California Alliance (Berkeley, Caltech, Stanford, UCLA) conducted a wide-ranging survey of graduate students across the mathematical, physical, engineering, and computer sciences in order to identify levers to improve the success of PhD students, and, in time, improve diversity in STEM leadership positions, especially the professoriate. The survey data were interpreted via path analysis, a method that identifies significant relationships, both direct and indirect, among various factors and outcomes of interest. We investigated two important outcomes: publication rates, which largely determine a new PhD student’s competitiveness in the academic marketplace, and subjective well-being. Women and minority students who perceived that they were well-prepared for their graduate courses and accepted by their colleagues (faculty and fellow students), and who experienced well-articulated and structured PhD programs, were most likely to publish at rates comparable to their male majority peers. Women PhD students experienced significantly higher levels of distress than their male peers, both majority and minority, while both women and minority student distress levels were mitigated by clearly-articulated expectations, perceiving that they were well-prepared for graduate level courses, and feeling accepted by their colleagues. It is unclear whether higher levels of distress in women students is related directly to their experiences in their STEM PhD programs. The findings suggest that mitigating factors that negatively affect diversity should not, in principle, require the investment of large resources, but rather requires attention to the local culture and structure of individual STEM PhD programs.
机译：尽管数十年来一直在努力减轻偏见并为来自不同背景的学生提供更多机会，但代表性不足的少数族裔和女性博士生在STEM领域的精英博士后和教师职位的晋升仍然落后于大多数男性。 2015年，美国国家科学基金会研究生教育联盟和加州大学教授联盟（伯克利，加州理工学院，斯坦福大学，加州大学洛杉矶分校）对数学，物理，工程学和计算机科学领域的研究生进行了广泛的调查。为了确定提高博士生成功率的手段，并及时改善STEM领导职位，尤其是教授职位的多样性。调查数据是通过路径分析来解释的，路径分析是一种识别各种因素和感兴趣的结果之间直接和间接的重要关系的方法。我们调查了两个重要结果：出版率和主观幸福感，出版率在很大程度上决定了新博士生在学术市场中的竞争力。妇女和少数族裔学生认为自己为研究生课程做好了充分的准备，并被同事（教师和同学）接受，并且经历了明确而有条理的博士学位课程，最有可能以与男性相当的速度发表论文多数同行。博士女学生的苦恼程度明显高于男性同龄人，无论是多数还是少数族裔，而明确表达的期望减轻了女性和少数族裔学生的苦恼程度，认为他们为研究生课程做好了充分的准备，并感到被接受由他们的同事。尚不清楚女学生的更高苦恼是否与她们在STEM博士课程中的经历直接相关。研究结果表明，从原则上讲，对多样性造成负面影响的缓解因素不应该投入大量资源，而应关注各个STEM博士课程的本地文化和结构。

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