Jonathan E. Cook

Ph.D. training across academic disciplines has faced significant challenges, with news and media outlets regularly highlighting student struggles, including frequent distrust and antagonism in relationships with faculty advisors. Given the centrality of the advisor–advisee relationship in doctoral education—most programs follow an apprenticeship model where students are mentored closely by a primary faculty advisor—the quality of this relationship may be particularly important. Yet almost no empirical research has systematically examined the long-term implications of advisor trust in doctoral education. In a prospective longitudinal study of 558 incoming Ph.D. students—primarily in STEM (Science, Technology, Engineering, and Mathematics) fields—at three US research universities, we examined the role of Ph.D. students' trust in their advisor early in graduate school on 17 outcomes measured repeatedly during students' first year, a sensitive period when a disproportionate number of students have historically exited. Results revealed a surprisingly broad and consistent effect of advisor trust, such that students who had greater trust in their advisor finished their first year more motivated, higher in well-being, and more academically successful than those with lower advisor trust. These effects were independent of student and advisor demographics, students' academic preparation, individual characteristics, and existing differences in outcomes measured at the start of graduate school, highlighting the potential causal implications of advisor trust for shaping a successful and healthy Ph.D. journey.

To advance understanding of doctoral student experiences and the high attrition rates among Science, Technology, Engineering, and Mathematics (STEM) doctoral students, we developed and examined the psychological profiles of different types of doctoral students. We used latent class analysis on self-reported psychological data relevant to psychological threat from 1,081 incoming doctoral students across three universities and found that the best-fitting model delineated four threat classes: Lowest Threat, Nonchalant, Engaged/Worried, and Highest Threat. These classes were associated with characteristics measured at the beginning of students’ first semester of graduate school that may influence attrition risk, including differences in academic preparation (e.g., amount of research experience), self-evaluations and perceived fit (e.g., sense of belonging), attitudes towards graduate school and academia (e.g., strength of motivation), and interpersonal relations (e.g., perceived social support). Lowest Threat students tended to report the most positive characteristics and Highest Threat students the most negative characteristics, whereas the results for Nonchalant and Engaged/Worried students were more mixed. Ultimately, we suggest that Engaged/Worried and Highest Threat students are at relatively high risk of attrition. Moreover, the demographic distributions of profiles differed, with members of groups more likely to face social identity threat (e.g., women) being overrepresented in a higher threat profile (i.e., Engaged/Worried students) and underrepresented in lower threat profiles (i.e., Lowest Threat and Nonchalant students). We conclude that doctoral students meaningfully vary in their psychological threat at the beginning of graduate study and suggest that these differences may portend divergent outcomes.

What role does intergroup contact play in promoting support for social change toward greater social equality? Drawing on the needs-based model of reconciliation, we theorized that when inequality between groups is perceived as illegitimate, disadvantaged group members will experience a need for empowerment and advantaged group members a need for acceptance. When intergroup contact satisfies each group's needs, it should result in more mutual support for social change. Using four sets of survey data collected through the Zurich Intergroup Project in 23 countries, we tested several preregistered predictions, derived from the above reasoning, across a large variety of operationalizations. Two studies of disadvantaged groups (Ns = 689 ethnic minority members in Study 1 and 3,382 sexual/gender minorities in Study 2) support the hypothesis that, after accounting for the effects of intergroup contact and perceived illegitimacy, satisfying the need for empowerment (but not acceptance) during contact is positively related to support for social change. Two studies with advantaged groups (Ns = 2,937 ethnic majority members in Study 3 and 4,203 cis-heterosexual individuals in Study 4) showed that, after accounting for illegitimacy and intergroup contact, satisfying the need for acceptance (but also empowerment) is positively related to support for social change. Overall, findings suggest that intergroup contact is compatible with efforts to promote social change when group-specific needs are met. Thus, to encourage support for social change among both disadvantaged and advantaged group members, it is essential that, besides promoting mutual acceptance, intergroup contact interventions also give voice to and empower members of disadvantaged groups. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Adolescence can be a tumultuous period with numerous threats to self‐integrity. A 3‐year field experiment tested whether repeated affirmations of self‐integrity can help lessen the impact of psychological threat on adolescent (11–14 years old) students’ core course GPA over time. A diverse cohort of students (N = 163) was randomly assigned to a control condition or to an affirmation condition, in which teachers repeatedly administered classroom writing exercises that affirmed students’ personal values. Results showed that affirmation lessened a downward trajectory of GPA over time. In contrast to previous research, this effect occurred among all ethnic groups rather than only among stereotype‐threatened ethnic minority groups. Affirmation did not reduce self‐reported psychological threat, but it severed its relationship with performance: Among control students, psychological threat predicted lower GPA. Among affirmed students, psychological threat was unrelated to performance. Beyond their practical implications, these results make two theoretical contributions. First, affirmation can have broader benefits than those previously documented among negatively stereotyped groups, if timed to co‐occur with different sources of threat that emerge over a long developmental window. Second, the effect of affirmation may not be so much to reduce threat as to disrupt its adverse cognitive and motivational effects.

A psychological intervention increased students’ persistence in biology by building their friendships in a gateway course.

An amendment to this paper has been published and can be accessed via a link at the top of the paper.

Guided by the early findings of social scientists, practitioners have long advocated for greater contact between groups to reduce prejudice and increase social cohesion. Recent work, however, suggests that intergroup contact can undermine support for social change towards greater equality, especially among disadvantaged group members. Using a large and heterogeneous dataset (12,997 individuals from 69 countries), we demonstrate that intergroup contact and support for social change towards greater equality are positively associated among members of advantaged groups (ethnic majorities and cis-heterosexuals) but negatively associated among disadvantaged groups (ethnic minorities and sexual and gender minorities). Specification-curve analysis revealed important variation in the size-and at times, direction-of correlations, depending on how contact and support for social change were measured. This allowed us to identify one type of support for change-willingness to work in solidarity- that is positively associated with intergroup contact among both advantaged and disadvantaged group members.

Background: Most people with multiple sclerosis (MS) experience social stigma at mild-to-moderate levels, with potential implications for their health. However, little is known about how adults adapt to social stigma across their lives, or with respect to MS stigma in particular. Using a large national database and controlling for confounding demographic and health-related variables, this study examined whether longer MS duration was associated with reports of stigma in people with MS. Methods: Data were available from 6771 participants enrolled in the semiannual survey conducted by the North American Research Committee on Multiple Sclerosis (NARCOMS). Participants completed measures of MS stigma and reported on demographic and health-related covariates. Results: With disability level, age, and other demographic and health-related covariates taken into account, the longer respondents had lived with MS, the less stigma they felt. Results were similar for people's anticipation of stigma and their feelings of isolation because of stigma. Conclusions: As people gain experience living with MS, their adaptations to the social aspects of their illness may allow them to structure their lives so that they can mitigate the impact of stigma. Doctors, therapists, and other health care personnel should consider that patients with MS might be especially concerned and distressed by stigma earlier in the course of their illness.

Article Citation: Jonathan E. Cook (2019) Guest Editorial: Stigma and Identity in Multiple Sclerosis. International Journal of MS Care: September/October 2019, Vol. 21, No. 5, pp. iv-iv. https://doi.org/10.7224/1537-2073.2019-090