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Article
Publication date: 14 May 2018

Kimberly Griffin, Vicki Baker, KerryAnn O’Meara, Gudrun Nyunt, Tykeia Robinson and Candice L. Staples

The purpose of this study is to explore the developmental networks of graduate students of color participating in PROMISE, Maryland’s Alliance for Graduate Education and…

Abstract

Purpose

The purpose of this study is to explore the developmental networks of graduate students of color participating in PROMISE, Maryland’s Alliance for Graduate Education and the Professoriate program, a National Science Foundation (NSF)-funded graduate retention and support program. The authors specifically examine how underrepresented minority students gain access to needed supports through building individual mentoring relationships and broader networks of support.

Design/methodology/approach

The authors rely on a case study approach to explore developmental networks and support accessed by students participating in the PROMISE program. A total of 16 students of color in STEM fields from three institutions in the University of Maryland System have participated.

Findings

Study findings reveal that scientists from underrepresented backgrounds construct and draw from diverse developmental networks that include individuals from within and outside of the academic community. Key relationships include advisors; faculty with whom they share identities, peers in and outside of their programs; and administrators. Developers play distinct roles within the networks including shaping students’ emerging professional identities as scientists and providing psychosocial support. Student agency and initiative as well as faculty engagement and programs like PROMISE further enhanced student access to mentorship.

Research limitations/implications

This study offers unique insights into the nature, cultivation and resources gained from the relationships that make up the developmental networks of science graduate students from underrepresented backgrounds.

Originality/value

Traditional notions of mentoring and support, particularly in graduate education, highlight the role and importance of the student’s advisor in their growth and development. This study is unique in its focus on the multiple relationships students of color in science form. This study offers specific insight into the nature, construction and resources gained from developmental networks formed by a group of underrepresented minority students in STEM graduate education.

Details

Studies in Graduate and Postdoctoral Education, vol. 9 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Abstract

Details

Culturally Responsive Strategies for Reforming STEM Higher Education
Type: Book
ISBN: 978-1-78743-405-9

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