Student and Advisor Gender Identity in STEM Doctoral Programs: Examining Longitudinal and Mediating Effects With Latent Growth Models

Authors

Jennifer M. Blaney, Northern Arizona UniversityFollow
David F. Feldon, Utah State UniversityFollow
Kaylee Litson, Utah State UniversityFollow

Document Type

Article

Journal/Book Title/Conference

Journal of Research in Science Teaching

Volume

59

Issue

8

Publisher

John Wiley & Sons, Inc.

Publication Date

3-2-2022

First Page

1416

Last Page

1446

Abstract

While previous research documents that women in STEM doctoral programs tend to fare better when their advisor shares their gender identity, this study provides new insights into the role of student-advisor gender identity congruence, relying on a longitudinal sample of doctoral students in biology and using structural equaation and latent growth curve modeling. Findings show that advisor gender played an inconsistent and typically indirect role in predicting student outcomes. Further, all students, regardless of gender, tended to report higher quality advising when their advisor was a woman, pointing to potential gender inequities in advising expectations of faculty. Implications for research, theory, and practice are discussed.

Recommended Citation

Blaney, J. M., Feldon, D. F., & Litson, K. (2022). Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models. Journal of Research in Science Teaching, 59(8), 1416-1446. https://doi.org/10.1002/tea.21761