This study explored the mentoring experiences of doctoral students in science, technology, engineering, and mathematics (STEM) doctoral degree programs at Northwestern University. Research suggests that mentoring relationships support student success in STEM disciplines, and further, that lack of mentorship may be a barrier for female students. A mixed-methods approach employing an artifact analysis, surveys, and interviews was used to measure students’ perceptions of their mentoring relationships over independent themes including student gender, mentor gender, and doctoral STEM discipline. Findings revealed a significant correlation between STEM program satisfaction and mentor satisfaction. Additionally, female students exhibited a preference for female mentorship and departments with gender-balanced faculty. Implications for practice and theory, including the positive potential of peer mentoring programs, are also provided.

Last modified

• 08/24/2018

Creator

• Lisa J Blaskowski

DOI

• https://doi.org/10.21985/N2T71R

Subject

• Women in science
• Education, Higher
• Mentoring in education

Language

• English

Keyword

• doctoral students
• STEM
• mentoring relationships
• women
• mentorship

Date created

• 2015-06-19

Location

• Evanston

Resource type

• Masters Thesis

Rights statement

• In Copyright