Examining the Role of Institutional Support on International Doctoral Women's STEM Persistence and Mental Health

This study examines how advisor support, support from within their STEM social environment, and belonging in STEM influenced international doctoral women's STEM persistence and psychological well-being. It was guided by an intersectionality framework, and our sample consisted of 118 international women students enrolled in US-based STEM doctoral programs. Overall, the results indicated that social support from within one's STEM program (i.e., institutional support) and feelings of belonging positively influenced in- ternational women doctoral students' mental health and STEM persistence. Path analysis revealed that the direct effects of advisor support on STEM persistence intentions, perceived social support on belonging, and belonging on STEM persistence intentions were positive and significant, while the direct effect of belonging on psychological distress was negative and significant. Results of our mediation analysis indicate that belonging is a statistically significant pathway in deepening our understanding of the relationship between support and psychological distress, as well as with STEM persistence intentions. Implications and recommendations for how STEM faculty can better support international women doctoral students are discussed.