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We explore how race and gender shape graduate students' perceptions of their advisors. We find evidence that women of color and students in the biological/physical sciences report significantly less support than other groups. Our findings speak to the utility of the intersectionality framework for examining interpersonal relations in higher education and suggest that advisor support in doctoral education is raced and gendered. We conclude by offering future directions for research and discussing the implications and possible ways to address these inequalities.
Noy et al. (Thu,) studied this question.