Climate For Graduate Students In Science And Engineering Departments

Abstract

Departmental climate and academic/social integration are key factors influencing the retention and advancement of female graduate students [1]. Yet little is known about graduate student perceptions relative to department climate or their social and academic experiences in science and engineering graduate programs. Recent studies on graduate education highlight the need for more research in this area [2-4]. Administered at a large Pacific Northwest research university, the Science and Engineering Graduate Student Experience Survey explores graduate student perceptions about faculty relationships, departmental climate and the relevance of work/life issues in decision-making. Responses totaled 574 graduate students from 18 science and engineering departments. The survey data was disaggregated by gender, science/engineering departments, and program level (Masters vs. Ph.D.). Results suggest that there are significant differences between male and female graduate students, graduate students in science and engineering departments, as well as different gender issues in science departments than in engineering departments. Logistic regression was used to test the association of climate and integration factors with graduate degree progress. Multinomial logit regression estimates the effects of climate and integration measures on career commitment. Both regression analyses find that certain aspects of climate and integration are significantly associated with graduate student advancement and retention.