Climate for Graduate Students in Science and Engineering Departments (original) (raw)
Related papers
NACADA Journal, 2022
Women of color in Science, Technology, Engineering, and Math (STEM) face multiple barriers to success (Ong et al., 2011). Students have different experiences mediated by race or gender, and when these two identities intersect, they face unique challenges. The purpose of this critical quantitative study was to examine department climate and its effect on women of color in STEM graduate programs at several campuses of an R1 state university system. Its focus was to discuss racism, discrimination, microaggressions, and sense of belonging. Using Carl Roger's Personcentered approach (Rogers, 1979), the authors propose solutions such as Appreciative Advising, growth mindset, microaffirmations, high-quality mentoring programs, and the creation of safe spaces. These solutions can be implemented at all levels where an advisor has influence: individual, departmental, and campus-wide.
The Climate for Women in Science and Engineering: Perceptions of Canadian Graduate Students
A sample of 199 women and 188 men in Canadian science and engineering graduate programs responded to a survey, which investigated their departmental climate, opportunities for collaboration, social support, and feelings of inclusion. Analyses were conducted to identify differences between genders and differences between disciplines. The results showed gender-related differences for collaboration: women reported higher levels of collaboration between genders than men reported. Gender differences were also found between disciplines: women in engineering reported that their departments were less congenial to women and reported significantly lower person-discipline fit than did men in engineering. Within life sciences, men reported significantly higher levels of social support than did women.
Academic Climate and Advisor Support Affect the Quality of Womens' Experiences in Graduate School
Citeseer
Recent trends in graduate student enrollment in the Department of Mechanical Engineering at a major American university (Tier I Research) have demonstrated stagnation in the percentage of women students while the national statistics have shown a continuous increase in graduate women in mechanical engineering (nsf.gov). Graduate students are particularly affected by the social and physical environment within an academic department due to their frequent interactions with peers, faculty, and staff. In order to elucidate potential reasons for the decline in the enrollment of women, students' perceptions of their graduate school experience in the Department of Mechanical Engineering were sought. We conducted an anonymous survey of all graduate students in the Department in May 2006. The survey response rate was 29% (N=98), and participants were representative of the overall population demographics. The results of this survey showed that, in general, students felt well supported by their peers, faculty advisors, and department administrators, and they were satisfied with the classroom and research facilities provided by the Department. There were statistically significant differences in student responses based on gender (p<0.05 for Student's T-test), namely, women felt: 1) less content with their overall experience (75% women vs 87% men), 2) less confident in their professional abilities after entering graduate school (68% vs 88%), and 3) less supported by their faculty research advisors (52% vs 12%). Overall, the survey reflects a positive climate for graduate students in the Department (80% of students responded positively to questions regarding their overall experience); however, there is room for improvement in the quality of the graduate school experience for women students. We suggest the following targeted areas of improvement: 1) develop a formal structure for providing feedback to students on achievements outside the classroom, 2) develop workshops addressing issues facing women graduate students to provide the tools and support for women without increasing the demands on individual faculty advisors, 3) host a workshop for faculty members focusing on best practices in graduate student advising, with a particular emphasis on interactions with women students, and 4) initiate studentsponsored social events specifically designed to foster peer interactions between international and domestic students. In response to our survey results, departmental administrators have initiated a dialogue with faculty members concerning their mentoring practices, and several student organizations have implemented peer-mentoring programs, workshops, and social events for graduate students. We are planning a follow-up study in May 2008 to determine whether these positive changes have significantly affected the quality of the graduate school experience, particularly for women students.
A Mixed Methods Study of Gender, Stem Department Climate, and Workplace Outcomes
Journal of Women and Minorities in Science and Engineering, 2013
The present study used a workplace climate survey (N = 252) and semi-structured interviews (N = 12) to investigate faculty perceptions of, and experiences in, their STEM departments across four diverse institutions in order to understand barriers to women's success. We found that although men and women are equally productive, women report that their department perceives them as less productive than men. Similarly, women believe they have less influence on, and experience less collegiality in, their departments than men. Women also perceive more sexism and discrimination than men. These quantitative findings are supplemented with qualitative data to more fully understand faculty perspectives. In addition, we found that workplace outcomes such as job satisfaction and turnover intentions are affected by the department climate for both men and women faculty members, which suggests that improving the climate serves all faculty members. Specific recommendations to improve STEM academic climates are discussed.
1974
The perceived environments of departments in five graduate fields were studied in a longitudinal study of a large sample of students. Students' perceptions of the administrative, peer, academic, and general environments of the departments were examined by an extensive questionnaire. The "environments" of the fields differed in plausible ways, each field presenting a distinctive pattern. In particular, education was described as relaxed but unstimulating. The results suggest that the environments of the fields create the expectations and pressures that help shape student behavior and that affect their academic and personal well-being.
Climate in undergraduate engineering education from 1995 to 2009
Frontiers in Education …
Researchers have long been interested in understanding the "climate" in undergraduate engineering programs. These themes are particularly important for underrepresented groups in engineering such as women. We examine how students perceive climate and how these attitudes vary by gender. Using a repeated cross-sectional design, we compare populations at three institutions from 1995 (N=2279) to 2009 (N=1590) to understand how students' perceptions have changed. Overall, the climate seems to have improved from 1995 to 2009. However, women and men differ in some perceptions of climate. We analyzed student responses from a framework of considering structural factors, faculty factors, and factors related to student agency. Women and men respond similarly on items measuring quality of teaching, perceptions of being taken seriously by faculty, and perceptions of cooperative relationships between male and female students. However, women score differently from men on items measuring perceptions of fairness, participation in study groups, and issues of diversity. Improving recruitment and persistence of women requires a nuanced understanding of the climactic conditions that promote their success.
Graduate student perceptions of college of education culture and climate.
This study queried graduate student perceptions of, and experiences with harassment and discrimination in a college of education (COE). The study employed inclusive sampling, targeting all graduate students enrolled in COE classes from fall 2000 to summer 2006. One hundred and ninety-three surveys were completed and returned (12% response rate). While findings revealed relatively low incidences of harassment (26 incidents or 13.5%) and discrimination (27 incidents or 14%) within the COE; with oral remarks, in terms of insensitive or disparaging comments, perpetrated by faculty and students, within COE classrooms, the most frequent form of harassment/ discrimination observed and/or experienced; this study contributes yet another example of data-driven evidence regarding the ongoing need in higher education settings for organizations and individuals to act with intentionality and purpose to ameliorate persistent harassment and discrimination