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首页> 外文期刊>International Journal of STEM Education >Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?
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Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?

机译：抑郁症作为隐藏着耻辱的身份：什么影响学生在本科研究经验中隐瞒或揭示他们的抑郁症吗？

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Background Concealable stigmatized identities (CSIs) are identities that can be kept hidden or invisible and that carry negative stereotypes. Depression is one of the most common CSIs among undergraduates. However, to our knowledge, no studies have explored how students manage depression as a CSI in the context of undergraduate research, a high-impact practice for undergraduate science students. Concealing CSIs can cause psychological distress and revealing CSIs can be beneficial; however, it is unknown whether these findings extend to students with depression in the context of undergraduate research experiences. In this study, we interviewed 35 life sciences majors with depression from 12 research-intensive institutions across the United States who participated in undergraduate research. We sought to understand to what extent students reveal their depression in research and to describe the challenges of concealing depression and the benefits of revealing depression in this specific context. Additionally, we explored whether students knew scientists with depression and how knowing a scientist with depression might affect them. Results Most students did not reveal their depression in their undergraduate research experiences. Those who did typically revealed it to another undergraduate researcher and few revealed it to a faculty mentor. Students who concealed their depression feared the potential consequences of revealing their identity, such as being treated negatively by others in the lab. Students who revealed their depression highlighted a set of benefits that they experienced after revealing their depression, such as receiving support and flexibility from their research mentor. We found that few students knew a specific scientist with depression. However, students perceived that knowing a scientist with depression would help them realize that they are not the only one experiencing depression in science and that people with depression can be successful in science. Conclusions This study illustrates that students with depression would benefit from research environments that are supportive of students with depression so that they can feel comfortable revealing their depression if they would like to. We also identified that students may benefit from knowing successful scientists with depression. We hope this study encourages undergraduate research mentors to support students with depression and ultimately reduces the stigma around CSIs such as depression.
机译：背景技术隐藏着耻辱的身份（CSIS）是可以保持隐藏或不可见的标识，并且携带负刻板印象。抑郁症是本科生中最常见的CSI之一。然而，为了我们的知识，没有研究学生在本科研究中，学生如何管理抑郁症作为CSI，本科学生的高影响力实践。隐瞒CSIS可能导致心理困扰和揭示CSIS可能有益;然而，尚不清楚这些发现是否延伸到本科研究经验的背景下的抑郁症。在这项研究中，我们采访了35名生命科学专业，从美国参加本科研究的美国研究密集型机构的抑郁症。我们试图了解学生在多大程度上揭示他们在研究中的萧条，并描述隐藏抑郁症的挑战以及在这种特定背景下揭示抑郁的益处。此外，我们还探讨了学生是否知道具有抑郁症的科学家以及如何了解抑郁症的科学家可能会影响他们。结果大多数学生在本科研究经验中没有揭示他们的抑郁症。那些通常将其透露给另一个本科研究员的人，很少有人向教师导师揭示了它。隐瞒他们抑郁症的学生担心揭示他们身份的潜在后果，例如被实验室中的其他人对否定的屈服。透露抑郁症的学生突出了一系列福利，他们在揭示他们的萧条后经历过，例如从他们的研究导师的支持和灵活性。我们发现少数学生知道特定的科学家抑郁症。然而，学生认为知道一个有抑郁症的科学家会有助于他们意识到他们不是科学中唯一一个体验的人，并且抑郁症的人们可以在科学中取得成功。结论本研究表明，抑郁症的学生将受益于支持抑郁症学生的研究环境，使他们能够舒服揭示他们的抑郁症，如果他们想。我们还确定了学生可以从知识有抑郁症的成功科学家受益。我们希望这项研究鼓励本科研究导师支持抑郁症的学生，最终减少CSIS周围的耻辱，如抑郁症。

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