Abstract

We explore how race and gender shape graduate students' perceptions of their advisors. We find evidence that women of color and students in the biological/physical sciences report significantly less support than other groups. Our findings speak to the utility of the intersectionality framework for examining interpersonal relations in higher education and suggest that advisor support in doctoral education is raced and gendered. We conclude by offering future directions for research and discussing the implications and possible ways to address these inequalities.

pdf

Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 876-914
Launched on MUSE
2012-10-24
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.