ORCID Profile
0000-0001-7131-4611
Current Organisation
The University of Texas at Austin
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Publisher: Routledge
Date: 12-05-2023
Publisher: Springer Science and Business Media LLC
Date: 17-08-2021
DOI: 10.1186/S40594-021-00308-W
Abstract: A substantial monetary investment supports STEM doctoral students in the United States (U.S.) through a variety of funding mechanisms (e.g., fellowships, research, and teaching assistantships). However, we have limited knowledge of how students’ funding influences their development of career-relevant skills during graduate school. Using survey data from STEM doctoral students (n = 719) across 35 highly ranked U.S. institutions, we use exploratory factor analysis and nested multivariate regression modeling to understand how students’ primary funding influences development of: (a) research skills (b) teamwork and project management skills (c) peer training and mentoring skills, and (d) communication skills. We find significant differences in students’ self-reported development for all four career-related skills based on their primary funding type. Students with research assistantships reported higher research and teamwork and project management skills than those with teaching assistantships. Yet, students with teaching assistantships reported significantly higher development of peer training and mentoring than students funded via all other types. Students funded via external fellowships reported lower skill development than students funded primarily by research assistantships across all four career-relevant skills. Doctoral students' development of career-relevant skills are not uniform across primary funding types. Particularly, the perceived benefits of external fellowship funding (i.e., prestige, autonomy, increased pay) may come at the cost of fewer opportunities to develop skills important for career success. STEM graduate education scholars, practitioners, and policymakers should consider and ameliorate the varied impacts that funding mechanisms can have on graduate students’ development of career-relevant skills.
Publisher: Informa UK Limited
Date: 22-01-2020
Publisher: Wiley
Date: 27-12-2021
DOI: 10.1002/JEE.20491
Abstract: Despite many initiatives to improve graduate student and faculty ersity in engineering, there has been little or no change in the percentage of people from racially minoritized backgrounds in either of these groups. The purpose of this paper is to counter the scarcity fallacy, in which institutions blame the “shortage” of qualified people from traditionally marginalized backgrounds for their own lack of representation, related to prospective PhD students and prospective faculty from traditionally marginalized groups. This study identifies the BS‐to‐PhD and PhD‐to‐tenure‐track‐faculty institutional pathways of Black/African American and Hispanic/Latino engineering doctorate recipients. Using the US Survey of Earned Doctorates, we tracked the BS‐to‐PhD institutional pathways of 3952 Black/African American and 5732 Hispanic/Latino engineering PhD graduates. We also used the Survey of Doctorate Recipients to track the PhD‐to‐tenure‐track faculty pathways of 104 Black/African American and 211 Hispanic/Latino faculty. The majority of Black/African American and Hispanic/Latino PhD graduates in this study did not earn their BS degrees from Top 25 institutions, but rather from Not Top 25, non‐US, and minority‐serving institutions. The results also show the relatively small proportion of PhD earners and faculty members who move into highly ranked institutions after earning a bachelor's degree from outside this set of institutions. The findings of this study have important implications for graduate student and faculty recruitment by illustrating that recruitment from a narrow range of institutions (i.e., Top 25 institutions) is unlikely to result in increased ersity among racially minoritized PhDs and faculty in engineering.
Publisher: Informa UK Limited
Date: 19-08-2019
Location: United States of America
No related grants have been discovered for Maura Borrego.