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Guided by theories of socialization and possible selves, this study examines how STEM doctoral students perceive their academic and professional trajectories. More specifically, we rely on four years of interview data from 66 doctoral students in the biological sciences to explore students' perceived trajectories, focusing on the salient identities and experiences that shape the way students identify and describe their graduate experiences over time. Findings reveal wide variation in terms of how students described their trajectories, with some students describing linear trajectories and/or unchanging career interests, while others described their developmental trajectories as highly turbulent and non-linear. These perceived trajectories were largely shaped by student-advisor interactions, the value students placed on becoming "independent" scientists, and the privilege students brought with them to their graduate programs. [ABSTRACT FROM AUTHOR]

Background Students who transfer from community colleges in pursuit of four-year degrees (i.e., upward transfer students) represent a diverse and talented group that is critical to advancing gender equity in STEM. However, research has not yet explored factors that promote Ph.D. aspirations among upward transfer computing students, resulting in missed opportunities to support this unique group. Objective We examine the predictors of upward transfer computing students' Ph.D. aspirations, focusing on how these patterns might be unique for upward transfer women. Method Relying on longitudinal survey data from upward transfer students across 15 research universities, we use logistic regression with interaction terms to identify the predictors of Ph.D. aspirations. Findings We found that Ph.D. aspirations were especially frequent among upward transfer women, 14% of whom aspired to earn a Ph.D. Other results highlight the importance of faculty encouragement for graduate study in predicting all upward transfer students' Ph.D. aspirations. Beyond the direct role of such faculty encouragement, perceptions of computing faculty uniquely predicted Ph.D. aspirations for upward transfer women. Implications Our findings provide insight into how to bolster more equitable access to faculty mentorship, support students throughout the transfer process, and create inclusive faculty policies, which impact students' perceptions of academia. [ABSTRACT FROM AUTHOR]

Women remain underrepresented in undergraduate computing, student leadership roles, and computing leadership positions after college. This study provides insight into these inequities by examining gender and leadership conceptions among computing undergraduate students. Guided by leadership identity development and undergraduate socialization theories, I examine the relationship between college experiences and computing students' leadership confidence, focusing on the moderating role of gender. This study uses regression analysis, relying on a longitudinal sample of 1,081 computing students. Findings highlight the role of family, peer, and faculty interactions in predicting leadership outcomes, with special attention to conditional effects by gender. Additionally, findings reveal that leadership confidence in computing appears to be more malleable than students' general confidence in their leadership abilities. Unfortunately, I found that computing leadership confidence actually declines over time and that computing and general leadership ratings misaligned, such that women reported lower computing leadership confidence, relative to their general leadership confidence. Findings point to the importance of discipline-specific inquiry on college student leadership development. Other findings underscore the importance of fostering high quality student-faculty interactions in computing. [ABSTRACT FROM AUTHOR]

Research suggests growth mindset, or the belief that knowledge is acquired through effort, may enhance women’s sense of belonging in male-dominated disciplines, like computing. However, other research indicates women who spend a great deal of time and energy in technical fields experience a low sense of belonging. The current study assessed the benefits of a growth mindset on women’s (and men’s) sense of intellectual belonging in computing, accounting for the amount of time and effort dedicated to academics. We define “intellectual belonging” as the sense that one is believed to be a competent member of the community. Whereas a stronger growth mindset was associated with stronger intellectual belonging for men, a growth mindset only boosted women’s intellectual belonging when they did not work hard on academics. Our findings suggest, paradoxically, women may not benefit from a growth mindset in computing when they exert a lot of effort. [ABSTRACT FROM AUTHOR]