EXAMINING HOW GENDERED RACISM AFFECTS MENTAL HEALTH AND STEM PERSISTENCE AMONG GRADUATE WOMEN AND GENDER-DIVERSE STUDENTS OF COLOR

The current study, informed by intersectionality and social cognitive career theory (SCCT), exam-ined how STEM belonging, advisor alliance, and psychological distress affected how contextual barriers such as gendered racial microaggressions and racism and discrimination-related stress impacted women and gender-diverse students of color’s (WGDSOC’s) mental health and intentions to persist in STEM doctoral programs. The sample consisted of 221 students enrolled in U.S.-based STEM doctoral programs who identified as WGDSOC. Results indicated that advisor alliance, psychological distress, and STEM belonging were significant pathways through which gendered racist encounters (i.e., gendered racial microaggressions and racism and discrimination stress) impacted intentions to persist in STEM. STEM belonging was a key path through which gendered racist encounters were associated with students’ psychological distress. We consider research implications and recommendations for how STEM faculty, advisors, and administrators can support WGDSOC.