(Re)shaping the socialization of scientific labs: Understanding women’s doctoral experiences in stem lab rotations

Annie M. Wofford, Jennifer M. Blaney

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Building on literature addressing doctoral student socialization and scientific research groups, we qualitatively explore the gendered nature of laboratory rotations for 54 women pursuing STEM doctorates. Using in-depth interviews and a feminist phenomenological approach, findings highlight how women (re)constructed strategies to select lab rotations, relying on social comparisons, social cues about labor practices, and support from principal investigators, peers, and departmental staff. This study documents how women were sometimes felt they had to choose between a prestigious lab aligning with their interests and a lab that would not be overtly sexist. We conclude with practical implications for enhancing equitable socialization structures in STEM.

Original languageEnglish (US)
Pages (from-to)357-386
Number of pages30
JournalReview of Higher Education
Volume44
Issue number3
DOIs
StatePublished - 2020

Keywords

  • Doctoral socialization
  • Gender
  • Graduate education
  • STEM
  • Student-advisor relationships

ASJC Scopus subject areas

  • Education

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