Researchers examine experiences and career plans of chemistry PhD students. STEM has diversified over the past 5 decades, but systemic inequities remain. Using 2013 survey data from the American Chemical Society, Geraldine Richmond and colleagues examined graduate school experiences and career plans of 1,375 students pursuing chemistry PhDs at top-ranked US universities. Compared with their colleagues, women--especially those from historically marginalized racial and ethnic groups in chemistry-- had fewer positive interactions with advisors. Both men and women in these historically marginalized groups were less likely than their colleagues to have supportive peer relationships or report sufficient financial support for their studies; this difference in adequate funding was slightly smaller but still observable in the most resource-rich departments. Women were less likely than men--especially in the most prestigious departments--to express commitment to graduating, staying in chemistry, and pursuing a research-oriented professorship upon graduation. Despite a lack of peer or financial support, students from historically marginalized groups were more likely than their peers to express commitment to scholastic goals, especially when in departments with at least one faculty member who also identified as being part of an underrepresented group. The findings suggest that graduate school experiences can mirror inequities in other areas of society and potentially work against achieving the goal of diversifying STEM, according to the authors.
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Article #20-20508: "Equity for women and underrepresented minorities in STEM: Graduate experiences and career plans in chemistry," by Jean Stockard, Celeste M. Rohlfing, and Geraldine L. Richmond.
MEDIA CONTACT: Geraldine L. Richmond, University of Oregon, Eugene, OR; tel: 541-953-3846; email: richmond@uoregon.edu
Proceedings of the National Academy of Sciences