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.

Women of Color (WoC) in science, technology, engineering, and math (STEM) leave doctoral programs at disproportionately high rates. Supportive mentorship is key to increasing belonging and rates of retention, yet little is known about how conversations between mentees and their mentors on academic and personal stress topics unfold in real-time. Applying the lens of Social Cognitive Career Theory to communication dynamics between mentees and mentors, the present study utilized a dynamic dyadic systems (DDS) perspective to examine observationally coded data from six mentee-mentor dyads. First, hierarchical clustering analysis was applied to identify speaking turn types. Then, sequence analysis was used to identify common multi-turn patterns or conversation motifs (CM). Results showed five predominant CMs: (CM1) support provision through listening; (CM2) focus on mentor's experience; (CM3) support provision through advice; (CM4) mentee's making a bid for support; and (CM5) mentor dominated conversations. This study demonstrates methods for identifying potentially meaningful patterns of support in stress conversations between mentees and mentors. The application of such methods with larger samples may aid in understanding ways to increase retention among WoC in STEM through mentor support provision.

Drawing on 12 semi-structured interviews with Black, Latina, and white graduate women who either continued or discontinued their STEM doctoral degrees, the present study examined the psychological impact of navigating marginalizing experiences in white male-dominated STEM environments. Using thematic analysis grounded in a social constructivist paradigm, researchers identified three emergent themes: 1) institutional challenges as contextual barriers, 2) impact on wellbeing and STEM persistence, and 3) contextual supports and coping. These findings indicate that challenging STEM encounters within the higher education environment contributed to increased stress, depression, anxiety, and suicidal ideation among graduate women in STEM from diverse racial/ethnic backgrounds. The compound effect of these STEM stressors and their subsequent psychological toll contributed to decreased STEM persistence among participants. Study implications highlight the need for faculty and university administrators to challenge and address institutional norms that operate as contextual barriers, destigmatize discussions surrounding mental health, and adopt a whole person approach to supporting graduate women in STEM.

Social Cognitive Career Theory (SCCT) posits that contextual supports and barriers can either promote or inhibit academic and career progress. However, little is known about how challenges outside of the academic setting impact academic persistence of women of color (WOC) in advanced STEM degrees. This study aims to understand the personal challenges experienced by WOC in STEM doctoral programs and their perceptions of related support from faculty advisors. A constant comparative qualitative examination was conducted using semi-structured interviews with 11 WOC who either chose to complete or discontinue their STEM doctoral programs. Two overarching themes emerged from the data: personal challenges (i.e., difficulties experienced outside of the academic setting) and advisor support (i.e., the degree to which participants perceived their advisors' actions as supportive). Personal challenges included financial difficulties, family challenges, romantic relationship difficulties, personal health challenges, adjustment to U.S. culture, and challenges related to pregnancy and childcare. Participants also discussed whether they chose to share these challenges with their advisors and the type of support received (i.e., instrumental support or emotional support). The findings of this study highlight the personal challenges experienced by WOC in STEM doctoral programs and the role of advisor support in mitigating or exacerbating the impact of these challenges on academic persistence. Lastly, implications for future research and academic programs are discussed.

Science, technology, engineering, and mathematics (STEM) doctoral programs are uniquely challenging for Women of Color due to the prevalence of gendered and racialized encounters. The cumulative toll of these marginalizing experiences can negatively impact graduate Women of Color's mental health and STEM persistence. The current study examines the benefits that graduate women derived from utilizing counseling services to mitigate the psychological toll of these negative encounters. Semi-structured interviews were conducted with eight racially diverse women who either completed or discontinued their STEM doctoral programs prior to completion. Participants' narratives revealed two themes: precipitating events to seek counseling and benefits of utilizing counseling, which includes three sub-themes: feeling heard, increased self-awareness, skill-building. The findings of this study highlight how counseling services are overwhelmingly positive for graduate Women of Color experiencing challenges in STEM, regardless of whether or not the decision to utilize services results in degree completion. Implications for the findings are discussed. © American Society for Engineering Education, 2021

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