Mentoring practices that predict doctoral student outcomes in a biological sciences cohort.
PLoS One
; 19(6): e0305367, 2024.
Article
em En
| MEDLINE
| ID: mdl-38870154
ABSTRACT
Despite the importance of a diversity of backgrounds and perspectives in biological research, women, racial and ethnic minorities, and students from non-traditional academic backgrounds remain underrepresented in the composition of university faculty. Through a study on doctoral students at a research-intensive university, we pinpoint advising from faculty as a critical component of graduate student experiences and productivity. Graduate students from minority backgrounds reported lower levels of support from their advisors and research groups. However, working with an advisor from a similar demographic background substantially improved productivity and well-being of these students. Several other aspects of mentoring practices positively predicted student success and belonging, including frequent one-on-one meetings, empathetic and constructive feedback, and relationships with other peer or faculty mentors. Our study highlights the need to renovate graduate education with a focus on retention-not just recruitment-to best prepare students for success in scientific careers.
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Estudantes
/
Educação de Pós-Graduação
/
Tutoria
Limite:
Adult
/
Female
/
Humans
/
Male
Idioma:
En
Ano de publicação:
2024
Tipo de documento:
Article