(Re)discovering interpersonal relationships and self-authorship in STEM Graduate school through mindfulness.
In this study, we utilized self-authorship theory to investigate how mindfulness practices support the connection between identity development and interpersonal relationships in STEM graduate students. In an 8-week self-led mindfulness intervention, 10 women from computer science and engineering gra...
| Publicado en: | Journal of Social & Personal Relationships Vol. 40; no. 5; pp. 1471 - 1495 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications, Ltd.
May2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163954357&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163954357 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02654075 0SQ jtl: Journal of Social & Personal Relationships issn: 02654075 maglogo: Y pubinfo: dt: May2023 vid: 40 iid: 5 pid: 2171 pub: Sage Publications, Ltd. artinfo: ui: 163954357 158800092 163954357 163954357 10.1177/02654075221123964 163954357 ppf: 1471 ppct: 24 formats: tig: atl: (Re)discovering interpersonal relationships and self-authorship in STEM Graduate school through mindfulness. aug: au: Lausch, Sarah Rossetto, Kelly affil: 1791 Boise State University, Boise, ID, USA sug: subj: Interpersonal Relations Authorship Mindfulness Students, Graduate Psychosocial Factors Identity Crisis Human Semi-Structured Interview Thematic Analysis ab: In this study, we utilized self-authorship theory to investigate how mindfulness practices support the connection between identity development and interpersonal relationships in STEM graduate students. In an 8-week self-led mindfulness intervention, 10 women from computer science and engineering graduate programs completed a variety of mindfulness exercises, including meditation, yoga, drawing and mindful daily activities (e.g., mindful dishwashing). We utilized a qualitative approach to gather an in-depth picture of each participant's individual progress. Data analysis showed that students' experiences, including supportive relationships and sense of identity in STEM, were influenced by interpersonal (dis)connections in and beyond academia. Mindfulness offered space and tools for students to reflect on their relationships and STEM identity and, if needed, modify them. Three themes are discussed: academic relationships with peers and advisors, including negotiating social comparisons; personal relationships with family and friends, including academia-life balance; and the relationship to their STEM identity. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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