成为学者的不平等:博士教育中的种族、性别和学生与导师的关系

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Brooke Dinsmore, Josipa Roksa
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引用次数: 0

摘要

背景:广泛的研究已经证明了指导教师对研究生的经历和成果的重要性。最近的研究已经开始提供更细致入微的描述,阐明导师支持的不同维度,以及关注学生与导师经历中的不平等。目的:从两个重要方面对研究生导师关系的研究进行拓展。首先,基于社会资本的概念,特别是关于机构代理人的工作,我们阐明了与学生-顾问关系相关的具体利益。其次,我们通过研究学生在种族和性别交叉点的经历,推进了先前关于导师关系不平等的工作。研究设计:为了阐明研究生与导师经历的细微差别,本研究包括对79名攻读生物科学博士学位的学生的采访。主题编码揭示了与顾问关系相关的几个重要利益维度。相应的代码被分为三类,描述了三组与导师有着明显不同经历的学生。研究结果:数据揭示了三种不同的学生与导师的关系概况,我们称之为学者,下属和边缘。这三个群体在获取知识和资源、获取网络和培养独立性方面有着截然不同的经历。此外,这三个群体之间的分布极不平等,在种族和性别的交叉点上观察到独特的模式。白人男性受益于种族和性别特权,在学者群体中的比例明显过高,而白人女性和种族/少数民族(REM)学生更有可能被社会视为下属。快速眼动期男性的体验最差,他们中的大多数人处于边缘类别,白人和快速眼动期女性也有相当大的比例。值得注意的是,甚至与顾问的消极关系的经历也是性别和种族的:快速眼动期男性与顾问的消极关系的特征是“良性忽视”,而女性主要经历的是冲突关系。结论和建议:研究结果阐明了学生与顾问关系的重要后果,以及谁能从这些关系中获得利益的明显不平等。创造更公平的经验将需要大量关注改善指导和消除教师支持中的性别和种族/民族不平等。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inequalities in Becoming a Scholar: Race, Gender and Student-Advisor Relationships in Doctoral Education
Background: Extensive research has documented the importance of faculty advisors for graduate students’ experiences and outcomes. Recent research has begun to provide more nuanced accounts illuminating different dimensions of advisor support as well as attending to inequalities in students’ experiences with advisors. Purpose: We extend the research on graduate student advisor relationships in two important ways. First, building on the concept of social capital, and in particular the work on institutional agents, we illuminate specific benefits associated with student-advisor relationships. Second, we advance prior work on inequality in advisor relationships by examining students’ experiences at the intersection of race and gender. Research Design: To illuminate the nuances of graduate students’ experiences with advisors, this study included interviews with 79 students pursuing PhD’s in biological sciences. Thematic coding revealed several important dimensions of benefits associated with advisor relationships. Corresponding codes were grouped into three categories, describing three groups of students with notably different experiences with advisors. Findings: The data revealed three distinct student-advisor relationship profiles which we term scholars, subordinates, and marginals. The three groups had vastly different experiences with access to knowledge and resources, access to networks, and cultivation of independence. Moreover, the distribution across these three groups was highly unequal with unique patterns observed at the intersection of race and gender. White men benefited from both racial and gender privilege and were notably overrepresented in the scholars group while White women and racial/ethnic minority (REM) students were more likely to be socialized as subordinates. REM men had the least favorable experiences with the majority of them being in the marginal category, along with a substantial proportion of White and REM women. Notably, even experiences of negative relationships with advisors were gendered and raced: REM men’s negative relationships with advisors were characterized by “benign neglect” while women primarily experienced conflictual relationships. Conclusion and Recommendations: The findings illuminate important consequences of student-advisor relationships and pronounced inequalities in who has access to benefits accrued through those relationships. Creating more equitable experiences will necessitate substantial attention to improving mentoring and eliminating gender and racial/ethnic inequalities in faculty support.
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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