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Unequal expectations: First-generation and continuing-generation students’ anticipated relationships with doctoral advisors in STEM

Higher education, 2021-11, Vol.82 (5), p.1013-1029 [Peer Reviewed Journal]

The Author(s), under exclusive licence to Springer Nature B.V. 2021 ;COPYRIGHT 2021 Springer ;The Author(s), under exclusive licence to Springer Nature B.V. 2021. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-021-00713-8

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Title:
Unequal expectations: First-generation and continuing-generation students’ anticipated relationships with doctoral advisors in STEM
Author: Wofford, Annie M. ; Griffin, Kimberly A. ; Roksa, Josipa
Subjects: Academic guidance counseling ; Advisors ; Analysis ; Ascription ; Biological Sciences ; Bourdieu, Pierre (1930-2002) ; College faculty ; College students ; College teachers ; Concept formation ; Concepts ; Doctoral degrees ; Doctoral Programs ; Doctoral Students ; Education ; Education, Higher ; Educational inequality ; Expectation ; Expectations ; Faculty Advisers ; First Generation College Students ; First generation students ; Graduate students ; Graduate studies ; Habitus ; Higher Education ; Inequality ; Learning ; Mathematics ; Research Skills ; Researchers ; Role Perception ; Sciences education ; STEM Education ; Student Development ; Students ; Study and teaching ; United States ; Universities and colleges
Is Part Of: Higher education, 2021-11, Vol.82 (5), p.1013-1029
Description: One of the central goals of doctoral programs is to develop independent researchers and scholars who will lead the next generation of knowledge production. Despite extant evidence of inequalities in doctoral education, few studies have closely examined the experiences of first-generation college students who pursue a Ph.D. We examine how first-generation and continuing-generation doctoral students conceptualize the role of the faculty advisor/principal investigator (PI) in supporting their development as researchers. Our analysis of interviews from 111 first-year Ph.D. students in the biological sciences indicates that first-generation and continuing-generation students had similar overarching conceptions of PIs and the role of PIs in their development. However, the two groups ascribed different meanings to the same concepts. First-generation students expected more direct, skill-based guidance and assistance with learning to do research the “right” way. Conversely, continuing-generation students expected independence and support for their specific needs. We rely on Bourdieu’s conceptualization of habitus to explain these differences and conclude by offering implications for advancing equity in doctoral education and supporting first-generation students, particularly regarding the alignment of student–advisor expectations.
Publisher: Dordrecht: Springer Netherlands
Language: English
Identifier: ISSN: 0018-1560
EISSN: 1573-174X
DOI: 10.1007/s10734-021-00713-8
Source: Education Resources Information Center (ERIC)
ProQuest Central

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Unequal expectations: First-generation and continuing-generation students’ anticipated relationships with doctoral advisors in STEM

The Author(s), under exclusive licence to Springer Nature B.V. 2021 ;COPYRIGHT 2021 Springer ;The Author(s), under exclusive licence to Springer Nature B.V. 2021. ;ISSN: 0018-1560 ;EISSN: 1573-174X ;DOI: 10.1007/s10734-021-00713-8

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