@article{56699fb3435e4497b5a8b7476b7b252c,
title = "Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models",
abstract = "While previous research documents that women in STEM doctoral programs tend to fare better when their advisor shares their gender identity, this study provides new insights into the role of student–advisor gender identity congruence, relying on a longitudinal sample of doctoral students in biology and using structural equation and latent growth curve modeling. Findings show that advisor gender played an inconsistent and typically indirect role in predicting student outcomes. Further, all students, regardless of gender, tended to report higher quality advising when their advisor was a woman, pointing to potential gender inequities in advising expectations of faculty. Implications for research, theory, and practice are discussed.",
keywords = "advisor gender, biological sciences, doctoral students",
author = "Blaney, {Jennifer M.} and Feldon, {David F.} and Kaylee Litson",
note = "Funding Information: The authors gratefully acknowledge the support of the National Science Foundation. This material is based on work supported under Awards 1431234, 1431290, and 1760894. The authors wish to thank Dr. Annie Wofford who reviewed an earlier version of this manuscript. Funding Information: The authors gratefully acknowledge the support of the National Science Foundation. This material is based on work supported under Awards 1431234, 1431290, and 1760894. The authors wish to thank Dr. Annie Wofford who reviewed an earlier version of this manuscript. 1 Publisher Copyright: {\textcopyright} 2022 National Association for Research in Science Teaching.",
year = "2022",
month = oct,
doi = "10.1002/tea.21761",
language = "English (US)",
journal = "Journal of Research in Science Teaching",
issn = "0022-4308",
publisher = "John Wiley and Sons Inc.",
}