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Mentoring practices that predict doctoral student outcomes in a biological sciences cohort

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  • Reena Debray
  • Emily A Dewald-Wang
  • Katherine K Ennis

Abstract

Despite the importance of a diversity of backgrounds and perspectives in biological research, women, racial and ethnic minorities, and students from non-traditional academic backgrounds remain underrepresented in the composition of university faculty. Through a study on doctoral students at a research-intensive university, we pinpoint advising from faculty as a critical component of graduate student experiences and productivity. Graduate students from minority backgrounds reported lower levels of support from their advisors and research groups. However, working with an advisor from a similar demographic background substantially improved productivity and well-being of these students. Several other aspects of mentoring practices positively predicted student success and belonging, including frequent one-on-one meetings, empathetic and constructive feedback, and relationships with other peer or faculty mentors. Our study highlights the need to renovate graduate education with a focus on retention–not just recruitment–to best prepare students for success in scientific careers.

Suggested Citation

  • Reena Debray & Emily A Dewald-Wang & Katherine K Ennis, 2024. "Mentoring practices that predict doctoral student outcomes in a biological sciences cohort," PLOS ONE, Public Library of Science, vol. 19(6), pages 1-17, June.
    • Handle: RePEc:plo:pone00:0305367
    DOI: 10.1371/journal.pone.0305367
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    References listed on IDEAS

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