Mentoring practices that predict doctoral student outcomes in a biological sciences cohort

Area of Science:

• Biological research
• Graduate education
• Mentoring in STEM

Background:

• Underrepresentation of women, racial/ethnic minorities, and non-traditional students in university faculty.
• Importance of diverse perspectives in scientific research.

Purpose of the Study:

• To examine the role of faculty advising in graduate student experiences and productivity.
• To identify factors contributing to the success and belonging of doctoral students.

Main Methods:

• Study conducted on doctoral students at a research-intensive university.
• Analysis of advising and mentoring practices.
• Investigation of student-reported support and well-being.

Main Results:

• Faculty advising is critical for graduate student productivity and experience.
• Minority students reported lower advisor support but improved well-being with demographically similar advisors.
• Frequent meetings, constructive feedback, and peer/faculty mentorship positively predicted success and belonging.

Conclusions:

• Renovating graduate education to focus on retention is essential.
• Improving mentoring practices can enhance the success of underrepresented students.
• Addressing support gaps is key to preparing students for scientific careers.