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Inclusive relationships?

Fellow students can offer important support.

While most graduate students are assigned a faculty advisor or PI as an academic mentor, the perspectives and input of fellow graduate students can offer important career-related and psychological support. Relationships between graduate students can turn into fruitful friendships and professional connections. However, if an inclusive environment is not present, these relationships can also be stressful and challenging for minority and underrepresented groups.

This resource guide provides tips for developing inclusive relationships between peers in graduate school, which are split into two categories: (1) actions that the department, faculty, or PIs can take, and (2) actions that graduate students can take to encourage inclusive social environments.

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Mentoring programs and opportunities

Peer mentoring programs serve as a form of ‘organization socialization’, or the process by which newcomers acquire the skills, behavior, knowledge and attitudes for effective participation in an organization. Mentors serve as veteran models of behavior for new students, and can provide a valuable source of information1.

Involve students in recruitment

Graduate students in the program are more able to answer questions related to lifestyle, places to live/ rent, cost of living, safety, and social life2. For example, incoming students may wonder “What is the social life like for graduate students? How do graduate students meet each other outside of class? How can I join an informal sports team? Are there any LGBTQ support groups on camps?”

Tips for department, faculty, PIs:

  • Invite current graduate students to help with the recruitment process
  • Be available to answer questions from prospective graduate students

Tips for students:

  • Participate in the recruitment process
  • Provide honest answers and feedback to prospective students

Peer-peer mentoring program

Peer mentors can help new students adapt to graduate school, navigate difficult social and cultural situations, and discuss topics that the mentee would not feel comfortable discussing with their faculty advisor2,3. This is especially important because incoming graduate students “don’t know what they don’t know”: they often unaware how graduate school differs from their undergraduate experience, what the expectations are in their courses, or of the unwritten rules and expectations lab or department culture. A mentor can help guide new students by teaching them lessons they need to succeed and by providing a ‘safe place’ to ask ‘sticky’ questions.These mentor-mentee relationships can morph into more synergistic co-mentoring relationships by offering opportunities to co-present at conferences, collaborate on publications and research, and form writing groups2.

Peer mentoring often occurs informally through advice-seeking among students, but facilitating formal peer mentoring through departmental or university programming helps to ensure that all students have access to the benefits of peer mentoring2. This can be important because those students who do not seek out peer-mentoring relationships on their own might not do so because of social anxiety, insecurity, or inclusion issues. Formalizing peer-peer mentoring programs provides support and structure to mentoring relationships, while relieving faculty time and allowing for more effective forms of faculty student support.

Peer-peer mentoring programs can take a number of different forms. One-on-one mentoring offers focused attention to the mentee, and often includes experienced graduate students pairing up with new graduate student in the same field (i.e., big-little mentoring)2. Group mentoring programs can also be helpful, but may not provide the same ‘safe space’ to ask uncomfortable questions as a one-on-one relationship can offer.

Tips for department, faculty, PIs:

  • Develop a formal peer-peer mentoring program
  • Provide mentor training session to train new mentors on what to expect, or hire a veteran mentor to organize and provide training session.

Tips for students:

  • Where the mentoring programs or don't exist it might fall on students to self-organize or advocate for such a program. Students can become involved in graduate student leadership groups, which can take on a combined effort to organize or propose a formal mentoring structure.
  • Participate in mentoring relationships, as a mentee and then a mentor.
  • Volunteer for leadership positions to take on an active role in the ongoing improvement of the mentoring program, e.g., to train incoming mentors.
  • Organize daily (15 minute) check in meetings with your lab to talk through everyone’s progress, hold ups, and next steps4.

 

 

References

  1. Allen, T. D., McManus, S. E., & Russell, J. E. A. (1999). Newcomer Socialization and Stress: Formal Peer Relationships as a Source of Support. Journal of Vocational Behavior, 54(3), 453–470. https://doi.org/10.1006/jvbe.1998.1674
  2. Boehm, B., & Lueck, A. J. (2016). Graduate Student Peer Mentoring Programs: Benefitting Students, Faculty and Academic Programs (G. Wright, Ed.). In (p. 17). Syracuse University Press.
  3. Allen, T. D., McManus, S. E., & Russell, J. E. A. (1999). Newcomer Socialization and Stress: Formal Peer Relationships as a Source of Support. Journal of Vocational Behavior, 54(3), 453–470. https://doi.org/10.1006/jvbe.1998.1674
  4. Hicks, M., & Foster, J. S. (2008). Adapting Scrum to Managing a Research Group. 8.

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Workshops and panels

Workshops or panels on advancing diversity and inclusion in graduate education

Workshops and panels provide an opportunity to encourage collaborative diversity and inclusion thinking, and to engage students who may not choose to participate on peer-peer mentoring programs. In addition, such panels and discussions can elucidate diversity and inclusion issues that are ‘unknown’ to graduate students or faculty (you can’t solve what you don’t know is a problem).

Tips for department, faculty, PIs:

  • Apply for diversity and inclusion focused grants to fund workshops, panels, and trainings related to diversity and inclusion. For example, see NSF Office of Diversity and Inclusion grants, and ideas for using designated funds.
  • Organize workshops and panels related to diversity and inclusion. Potential options for workshops and panels include:
    • “Things I wish I knew my first year.” Invite current graduate students to speak candidly about their experiences and things they wish they had known when they entered graduate school, including resources and emotional and identity support.
    • “Understanding the Untold Lived Experiences of Graduate Students.” Utilize the power of narrative to understand the diversity and inclusion experiences faced by graduate students. Follow up with a graduate-student led discussion to share strategies to create a more inclusive research and learning environment. (Example: Cornell ‘My Voice, My Story’ sessions)
    • “Perspective from marginalized communities.” Facilitate panel discussion with graduate students to provide faculty and students insights and perspectives from marginalized communities on campus. Panelists may share their experiences with diversity and inclusion on and off campus, including factors that hinder their sense of belonging (Example: Cornell ‘Gaining Insights – The Perspectives of Graduate Students From Marginalized Communities’ panel).

Tips for students:

  • Advocate for workshops, trainings, and panels that address diversity and inclusion issues
  • Participate in panels and workshops

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Social outings and retreats

Social outings offer an opportunity to get to know fellow students in a non-academic setting, and can help break down communication and other potential barriers. For better or worse, many social outings in graduate school revolve around alcohol. Such events can exclude those who don’t drink, for either cultural, religious, physical reasons, or simply because they chose not to. Worse, if such events are the norm and are the only social option, students who abstain from alcohol may feel pressured to drink in order to fit in and engage with fellow students1.

Tips for department, faculty, PIs:

  • In addition to the prototypical ‘beer hour’, faculty should actively plan and organize social activities that appeal to a wide range of students from various cultural, social, or religious backgrounds.
  • Switching up the time of social outings, as well as the social outing itself, can help engage students who may need to, e.g., commute far distances or leave early for child care.
  • Monthly lab lunches or dinner potlucks are options for mid-week activities; semi-annual or annual off-campus retreats including adventure and recreation such as skiing, white-water rafting, hiking, or a social service projects can bond lab members and break down social barriers2.
  • To ensure equity and involvement by all members of a lab, send out a poll to determine the best time and preferred activity - make sure to rotate through social activities and clarify that such social outings are entirely optional.

Tips for students:

  • Set up a facebook group for your cohort. This can be an effective way to connect students to each other, and for questions to get answered just once to the benefit of all.
  • Organize a recurring lab event for all graduate students - whether it be a short 10 minute meeting to discuss challenges and hold ups, or a weekly frisbee match, a recurring meeting can help engage and involve students that would not otherwise.
  • If your faculty or PI does not take action or make an effort to involve students of all backgrounds in lab social activities, suggest a more inclusive social activity for the next group outing.

 

References

  1. Recovery From Addiction and the Road to Academia (A Guest Post) | The Professor Is In. (n.d.). Retrieved August 1, 2019, from https://theprofessorisin.com/2013/03/25/substance-abuse-and-the-academy/
  2. Council of Graduate Schools. (n.d.). Best Practices, Lesson SixâOrientation. Retrieved August 1, 2019, from https://cgsnet.org/cgs-occasional-paper-series/university-maryland-baltimore-county/lesson-6

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Stress and conflict resolution

While most graduate students experience stress in regard to classes and research, some students also feel stress over being a minority, experiencing oppression, bias, or microaggressions. Providing graduate students with resources for healthy ways to manage stress is important, as is providing tools to minimize conflict and aggression.

Managing microaggressions

We have probably all experienced the case where a topic related to race comes up, and all eyes in the class turn to the single black student in the class, expecting them to be the expert in racial issues. This is a form of microaggression, defined as ‘brief, everyday exchanges that send denigrating messages to [minorities or underrepresented groups] because they belong to [a minority or underrepresented group]...often delivered unconsciously in the form of subtle snubs, or dismissive looks, gestures, and tones’ (paraphrased from 1). They are layered insults based on one’s race, gender, class, language, immigation status, phenotype, or accent2. For example, students of color may encounter: “ You speak such good english”, or “but you speak without an accent”, or “I thought all Asians were good at math” 8. Microaggressions were initially described in regard to cross-racial interactions, but have since been extended to other minority groups, including gender and sexual orientation7. Microaggressions can take three forms: microinsults (“A plain why lab coat? But you’re gay, so your lab coat should be fabulous!”), microassaults, and microinvalidations (“How do you speak English so well?”)3.

The impact of microaggressions on minority and underrepresented groups is significant, affecting stress levels and psychological issues4. To make matters worse, the subtle nature of microaggressions leaves subjects questioning whether they are simply being over sensitive7. Dealing with daily microaggressions can be mentally exhausting and stressful, affecting a students ability to put forth the effort needed to succeed in graduate school8.

Luckily, there are actions we can take on campus to minimize or eliminate microaggressions. This begins with understanding that our unconscious biases and language around them can affect students and colleagues. We all make mistakes and may lack self-awareness of how our words sound to those around us, and we all have unconscious bias that affects how we interact with one another9. Acknowledging and understanding our own unconscious biases is the first step towards change. Strategies that are most useful for addressing microaggressions included those that made sure (1) the microaggression was acknowledged; (2) the topic was safe for discussion by all students involved; (3) the student’s feelings were validated; and (4) the students are not relied on to be experts on racial issues 5 .

Tips for department, faculty, PIs:

  • Set a designated lab group meeting to open discussion about microaggressions and unconscious bias, assign reading beforehand9
  • Make sure that your students know you are available to anyone affected by microaggression, and that you take their feelings seriously9
  • Meet privately with any student who is accused or observed initiating microaggressions, so as to avoid isolating them or making them feel resentful about how the situation was handled9
  • Organize interactive theatre performance with discussion centered around microaggressions (see “Workshops or panels on advancing diversity and inclusion in graduate education”)

Tips for students:

  • If you are the target of the microaggression, there are a few steps you can take to address the problem.
    • Consider the context: who the person is who committed the microaggression might change how you react. Confrontations are nerve-wracking; it may be good to keep the initial conversation short and plan how you will respond later6.
    • Confrontation: rather than critize the microaggressor for being racist or homophobic, explain how the statement or behavior made you feel. If you don’t feel comfortable addressing the person directly, talk to a mentor or faculty advisor for advice12.
    • Recognize microaggression packaged as opportunity: if you are a member of an underrepresented group or minority, well-intentioned people might ask you to participate on panels or discussions more frequently. Ethnically minority students often have fewer resources than other students, but are asked disproportionately to take on these additional responsibilities12.
  • If you are a bystander, it is important to be an ally to the target of the microaggression, to let them know their feelings are justified and important, and to ask them how you can help. However, it is equally important to let the target of the microaggression speak for themselves, as speaking on behalf of someone who has experienced microaggression can be a form of microaggression itself (unless they specifically asked you to)12.
  • If you are the microaggressor, it is important to try not to be defensive, to reflect on where the microaggression came from, and take responsibility for increasing your understanding of your own unconscious bias12.

Bystander intervention

Bystander intervention is defined as “a social strategy to prevent violence and oppression through the engagement of individuals (or groups) willing to actively address a situation they deem problematic” 7(Harvard).

Tips for department, faculty, PIs:

  • Organize a training on bystander intervention to help graduate students identify and speak out about harassment (sexual or otherwise), biased behavior/ prejudice or violence (when and how to intervene and speak up).
  • Develop tips and methods for students to remember bystander intervention techniques; for example, Harvard’s acronym: NICE (notice, interpret, choose, enlist).

 

References

  1. Clark, C. R., Mercer, S. H., Zeigler-Hill, V., & Dufrene, B. A. (2012). Barriers to the Success of Ethnic Minority Students in School Psychology Graduate Programs. School Psychology Review, 41(2), 17.
  2. Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students. The Journal of Negro Education, 69(1/2), 60–73.
  3. Harrison, C., & Tanner, K. D. (2018). Language Matters: Considering Microaggressions in Science. CBE Life Sciences Education, 17(1). https://doi.org/10.1187/cbe.18-01-0011
  4. Mercer, S. H., Zeigler-Hill, V., Wallace, M., & Hayes, D. M. (2011). Development and initial validation of the inventory of Microaggressions Against Black Individuals. Journal of Counseling Psychology, 58(4), 457–469. https://doi.org/10.1037/a0024937
  5. Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183–190. https://doi.org/10.1037/a0014191
  6. Did you really just say that? (n.d.). Retrieved August 1, 2019, from Https://www.apa.org website: https://www.apa.org/monitor/2017/01/microaggressions
  7. Speaking Up: The Power of Bystander Intervention | Harvard University The Graduate School of Arts and Sciences. (n.d.). Retrieved August 1, 2019, from https://gsas.harvard.edu/news/stories/november-notes-dudley-underground

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five

Identity and support groups

Identity and support groups can help students struggling with social anxiety, relationships transitions mood problems, sexual preferences/identity. Lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students can have challenging college experiences as they face harassment, discrimination, and struggles with identity1. Groups offer the opportunity to learn new skills and to share your concerns in a safe environment, by meeting with other students.

Tips for students:

  • Similar to mentoring programs, if identity/support groups do not exist, it may fall on the students to self-organize or advocate for these groups. Students can become involved in graduate student leadership groups, which can take on a combined effort to organize identity and support groups.
  • Send out a poll to determine what identity and support groups people might be interested in or need.
 

References

  1. Vespone, B. M. (2016). Integrating Identities: Facilitating a Support Group for LGBTQ Students on a Christian College Campus. Christian Higher Education, 15(4), 215–229. https://doi.org/10.1080/15363759.2016.1186250

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six

Want more?

There are many other actions you can take to engage with your peers in graduate school. The following may also help you form stronger bonds with your colleagues.

Encourage communication!

  • Put an anonymous comment box, or set up an anonymous online platform, for D&I related concerns and issues.
  1. Constructive criticism and feedback

Reading/writing groups

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