"I can't push off my own Mental Health": Chilly STEM Climates, Mental Health, and STEM Persistence among Black, Latina, and White Graduate Women.
Drawing on 12 semi-structured interviews with Black, Latina, and white graduate women who either continued or discontinued their STEM doctoral degrees, the present study examined the psychological impact of navigating marginalizing experiences in white male-dominated STEM environments. Using themati...
| Publicado en: | Sex Roles Vol. 86; no. 3/4; pp. 208 - 233 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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Springer Nature
Feb2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=154995028&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 154995028 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 03600025 SXR jtl: Sex Roles issn: 03600025 maglogo: N pubinfo: dt: Feb2022 vid: 86 iid: 3/4 pid: 237 pub: Springer Nature artinfo: ui: 154995028 10.1007/s11199-021-01262-1 ppf: 208 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: P size: 959KB tig: atl: "I can't push off my own Mental Health": Chilly STEM Climates, Mental Health, and STEM Persistence among Black, Latina, and White Graduate Women. aug: au: Wilkins-Yel, Kerrie G. Arnold, Amanda Bekki, Jennifer Natarajan, Madison Bernstein, Bianca Randall, Ashley K. affil: University of Massachusetts at Boston, Boston, USA Arizona State University, Tempe, USA su: Mental health STEM education Persistence (Personality trait) Graduate education of women Doctoral degree sug: subj: Mental health Offices of Mental Health Practitioners (except Physicians) Colleges, Universities, and Professional Schools STEM education Persistence (Personality trait) Graduate education of women Doctoral degree keyword: Doctoral Graduate Persistence STEM Women Women of color Doctoral Graduate Persistence STEM Women Women of color ab: Drawing on 12 semi-structured interviews with Black, Latina, and white graduate women who either continued or discontinued their STEM doctoral degrees, the present study examined the psychological impact of navigating marginalizing experiences in white male-dominated STEM environments. Using thematic analysis grounded in a social constructivist paradigm, researchers identified three emergent themes: 1) institutional challenges as contextual barriers, 2) impact on wellbeing and STEM persistence, and 3) contextual supports and coping. These findings indicate that challenging STEM encounters within the higher education environment contributed to increased stress, depression, anxiety, and suicidal ideation among graduate women in STEM from diverse racial/ethnic backgrounds. The compound effect of these STEM stressors and their subsequent psychological toll contributed to decreased STEM persistence among participants. Study implications highlight the need for faculty and university administrators to challenge and address institutional norms that operate as contextual barriers, destigmatize discussions surrounding mental health, and adopt a "whole person" approach to supporting graduate women in STEM. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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