Department Climate and Student Experience: At the Intersection of Gender and Ethnicity in STEM Graduate Programs

Abstract

Women of color in Science, Technology, Engineering, and Math (STEM) face multiple barriers to success (Ong et al., 2011). Students have different experiences mediated by race or gender, and when these two identities intersect, they face unique challenges. The purpose of this critical quantitative study was to examine department climate and its effect on women of color in STEM graduate programs at several campuses of an R1 state university system. Its focus was to discuss racism, discrimination, microaggressions, and sense of belonging. Using Carl Roger's Person-centered approach (Rogers, 1979), the authors propose solutions such as Appreciative Advising, growth mindset, microaffirmations, high-quality mentoring programs, and the creation of safe spaces. These solutions can be implemented at all levels where an advisor has influence: individual, departmental, and campus-wide.