The purpose of this qualitative study was to understand how STEM graduate students conceptualized problems that undergird a negative departmental racial climate and explore which policies and practices these students recognized as potential levers for change. Using a generic qualitative inquiry (GQI) approach, we conducted eight focus group meetings and one interview with graduate STEM students (n = 34) at two predominantly white institutions in the United States. Our findings suggest that STEM graduate students identified interpersonal interactions with faculty as a primary driver of negative departmental climate, highlighting a culture of discrimination and lack of accountability. Although students suggested institutionalizing DEI labor and making structural change, they often sought to first improve care for fellow graduate students, feeling ill-equipped to facilitate organizational change. Few research studies address the conceptualization of departmental racial climate from the student perspective and examine their proposed solutions. Using racialized organizations as a guiding theory, this study calls on scholars and practitioners to think more critically about efforts to improve departmental racial climate and address issues of entrenched whiteness. This study suggests that STEM practitioners examine their current departmental processes to enhance racial climate and involve STEM graduate students in valuable ways.
Rodriguez et al. (Thu,) studied this question.