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Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline

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  • Christopher P. Scheitle
  • Ellory Dabbs
  • Riley Darragh

Abstract

Research examining high school and undergraduate students has demonstrated the importance of identity formation for students’ confidence, retention, and aspirations in science. While we know some of the key predictors of science identity formation among these populations, relatively little work has looked at these issues among graduate students. The study presented here utilizes data from a survey of over 1,300 graduate students in the United States in five disciplines: biology, chemistry, physics, psychology, and sociology. A structural equation model is estimated to assess the demographic, experiential, and disciplinary correlates of graduate student identification with science and, separately, identification with their discipline. The analysis finds that, relative to men, women have weaker identification with science but do not differ in the strength of their identification with their discipline. Experiences, such as the quality of students’ relationship with their advisor and publishing research, are positively associated with the strength of their science and disciplinary identity. Students in psychology and sociology have weaker identification with science relative to biology students, while sociology students also have weaker identification with their discipline.

Suggested Citation

  • Christopher P. Scheitle & Ellory Dabbs & Riley Darragh, 2021. "Graduate Students’ Identification With Science: Differences by Demographics, Experiences, and Discipline," SAGE Open, , vol. 11(4), pages 21582440211, November.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:4:p:21582440211060832
    DOI: 10.1177/21582440211060832
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    References listed on IDEAS

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    2. Paul R Hernandez & Brittany Bloodhart & Rebecca T Barnes & Amanda S Adams & Sandra M Clinton & Ilana Pollack & Elaine Godfrey & Melissa Burt & Emily V Fischer, 2017. "Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students," PLOS ONE, Public Library of Science, vol. 12(11), pages 1-16, November.
    3. Heather Thiry & Sandra L. Laursen & Anne-Barrie Hunter, 2011. "What Experiences Help Students Become Scientists? A Comparative Study of Research and other Sources of Personal and Professional Gains for STEM Undergraduates," The Journal of Higher Education, Taylor & Francis Journals, vol. 82(4), pages 357-388, July.
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