Date of Award
Doctor of Philosophy
Dr. Megan Grunert Kowalske
Dr. Charles Henderson
Dr. LeRoy Jones II
Black and Latino/a/x students, advisor-advisee relationship, Black women, STEM graduate programs, Black Feminist Thought, mentoring
An advisor is often the most central and powerful person influencing a student’s trajectory through graduate school (Barnes & Austin, 2009). This dissertation consisted of three articles that focused on the impact of the advisor-advisee relationship among Black and Latino/a/x students in STEM graduate programs at predominantly White institutions (PWIs) from the student perspective. Two frameworks were used to analyze data and guide the research: Black Feminist Thought (BFT) and Critical Race Theory (CRT). BFT was used to explore Black women’s experiences at Predominately White institutions as it provides an in-depth understanding of Black women’s perspectives. CRT was used when exploring Black and Latino/a/x students because it focuses on race and racism and challenges traditional paradigm methods and text impacts communities of color. Using a qualitative research approach, data were collected through six unique semi-structured interviews over three years with each participant. The interviews were audio-recorded, transcribed, and then analyzed with emergent coding. This study’s data emerged from a more extensive study focusing on the experiences of Black and Latino/a/x students enrolled in STEM/SBE graduate programs at three PWIs in the Midwest. Purposeful sampling was used from this larger population to identify nineteen Black and Latino/a/x students in STEM graduate programs for a more in-depth analysis of the advisor- advisee relationship. Findings suggest students select their advisors for various reasons: personality compatibility, lab availability, research interest, funding, and faculty interest in working with a student. Participants reported that their relationship with their advisors changed over time. Accessibility, trust, and communication were recurring themes that influenced the advisor-advisee relationship. Advisors influenced Black and Latino/a/x students’ career decisions when they asked about career interests, discuss career options, be a role model, and assisting with networking and resources. Findings from this study may help inform advisors on how to assist minority advisees at PWIs better.
Restricted to Campus until
Bryson, Tasia C., "The Impact of the Advisor-Advisee Relationship among Black and Latino/A/X Stem Graduate Students at Predominantly White Institutions" (2021). Dissertations. 3714.