The Dark Side of Development: A Systems Characterization of the Negative Mentoring Experiences of Doctoral Students

Tuma, Trevor T.; Adams, John; Hultquist, Benjamin C.; Dolan, Erin L.

doi:10.1187/cbe.20-10-0231

Cited by 63 publications

(41 citation statements)

References 88 publications

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“…29,[59][60][61][62] We have summarized specific actions supervisors might enact based on our findings, as well as other recommendations from literature on scientific mentorship. 4,55,63 We note that the findings and recommendations provided are based on a qualitative study; we cannot comment on the relative prevalence of the barriers and recommendations, nor do we have evidence related to the efficacy of recommendations-more research is needed.…”

Section: Suggested Actions For Research Supervisorsmentioning

confidence: 98%

“I am working 24/7, but I can't translate that to you”: The barriers, strategies, and needed supports reported by chemistry trainees from English-as-additional language backgrounds

Deng

Flynn

2022

Preprint

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Having a shared language such as English facilitates globalization of science but it can also limit science by poses barriers for those who have learned English-as-an-additional language (Eng+). There is currently no research focused on the experi-ences of Eng+ graduate students and postdoctoral researchers (“trainees”) in chemistry and related sciences, despite the grow-ing prominence of Eng+ trainees and ongoing calls for improving equity and inclusion in the sciences. Without research focused on Eng+ trainees, we risk losing out on a diversity of perspectives and expertise that might otherwise strengthen scientific progress. This study represents a first step in developing and evaluating strategies that effectively support Eng+ chemistry trainees by investigating their experiences with learning, communicating, and doing chemistry in English. This research was guided by three research questions: (1) What are Eng+ chemistry graduate students’ and post-doctoral research-ers’ (i.e., trainees) language experiences before entering English-dominant research programs? (2) What language barriers have trainees faced in learning, communicating, and doing chemistry? and (3) What strategies and supports have been helpful or needed? To investigate these RQs, we conducted semi-structured focus groups and interviews with 18 Eng+ chemistry graduate students and post-doctoral researchers, followed by qualitative analysis to identify key themes. We found that trainees had diverse language experiences before entering English-dominant research programs and faced challenges working in an English research environment. Trainees described research impacts that included avoiding interactions with colleagues, exacerbated feelings of imposter syndrome, needing extra time to learn or communicate, and not being able to fully express their knowledge. They expressed an ongoing desire to learn English and described their various independent strategies, demonstrating resilience and growth mindset to navigate challenges. All participants believed that research supervisors and institutions needed to play a larger role in supporting Eng+ trainees, such as empathetic supervisors who offer personal and professional support, and institutional supports that provide chemistry-specific knowledge-building and networking opportunities. Based on the findings, we recommend approaches that supervisors and institutions can enact that may improve linguistic equity in the chemical sciences.

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Section: Suggested Actions For Research Supervisorsmentioning

confidence: 98%

“I am working 24/7, but I can't translate that to you”: The barriers, strategies, and needed supports reported by chemistry trainees from English-as-additional language backgrounds

Deng

Flynn

2022

Preprint

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“…Students who felt more emotionally close to mentors reported less depression and worry at follow-up than students less connected to their mentors (Le et al, 2021). Mentors are recognized as being particularly important for retention, mental health, and well-being among graduate students, and, once again, this is particularly true for students with minoritized identities (Allen et al, 2020;Becerra et al, 2020;Charles et al, 2021;Goldberg et al, 2019;Hazell et al, 2020;Hyun et al, 2006;Jones-White et al, 2020;Posselt, 2021;Ryan et al, 2021;Tuma et al, 2021).…”

Section: Faculty and Staff Interventionsmentioning

confidence: 99%

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

Abelson

Lipson

Eisenberg

2021

Higher Education: Handbook of Theory and Research

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The mental health of students has become one of the top concerns in higher education. The number of students reporting distress and seeking services has dramatically increased, and colleges and universities are struggling to address these challenges. A rich and growing body of research documents the scope of the problem and potential interventions to address it, but this literature is scattered across a variety of academic fields. This chapter aims to bring coherence to this large volume of information through a detailed review of programs, services, practices, and policies that influence student mental health. The review is organized around a socioecological framework, considering interventions at the individual, interpersonal, community, institutional, and public policy levels. It highlights strengths, weaknesses, and gaps in the evidence. The chapter concludes with recommendations for enhancing how research and data can inform practice moving forward. A more evidence-informed approach is needed to address the growing challenges of student mental health in higher education.

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“…This lack of standards, necessary knowledge and skills, and mentoring professional development on the part of the mentors has led to negative experiences for mentees ( Dolan and Johnson, 2010 ; Thiry and Laursen, 2011 ; Limeri et al. , 2019 ; Tuma et al. , 2021 ).…”

Section: Comparing the Outcomes Of Face-to-face And Synchronous Onlin...mentioning

confidence: 99%

Comparing the Outcomes of Face-to-Face and Synchronous Online Research Mentor Training Using Propensity Score Matching

Rogers

Gong

Byars‐Winston

et al. 2022

LSE

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The Dark Side of Development: A Systems Characterization of the Negative Mentoring Experiences of Doctoral Students

Cited by 63 publications

References 88 publications

“I am working 24/7, but I can't translate that to you”: The barriers, strategies, and needed supports reported by chemistry trainees from English-as-additional language backgrounds

“I am working 24/7, but I can't translate that to you”: The barriers, strategies, and needed supports reported by chemistry trainees from English-as-additional language backgrounds

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

Comparing the Outcomes of Face-to-Face and Synchronous Online Research Mentor Training Using Propensity Score Matching

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