2019 acs graduate Student Survey Report

Percent Marking* 
Table 3.3.1.4. Factors Respondents Would Change If Given the Opportunity To Start “Graduate 
Studies Over” (N=1,878
)
Note: “maybe” and “n/a” options omitted 
* Using 2013 methodology

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23
Figure 3.3.2.1
. 
Students’ Considerations in the Decision 
To Join a Research Group
the main factor considered by students 
while selecting a research group, fol-
lowed by “Interest,” “Group,” and “Advi-
sor” (Figure 3.3.2.1). Additionally, a corre-
lation analysis indicated that “Research” 
and “Group” were not significantly cor-
related and were only found to be used 
together with a 0.35 frequency, which 
might indicate that when referring to “Re-
search,” the respondents were frequently 
referring to their research interest (0.44 
frequency) rather than to the “Research 
Group” (Table E.2. on page 51 in the 
appendices). Even though “Group” was 
the third highest represented word, there 
were no references to the size of the 
research group in the responses. This 
might suggest that group size is either not 
a relevant factor in the students’ decision-
making process or that it was simply not 
reported. The fourth most represented 
consideration in joining a research group 
was “Advisor.”
To get more insights into the specifics of the student–advisor relationship and overall support, 
students were asked to respond to the question, “To what extent does each of the following be-
haviors describe your primary research advisor?” As shown in Table 3.3.2.2, there was no signif-
icant difference in the advisor behaviors reported by male and female students. However, when 
these responses are analyzed in conjunction with the gender of the advisor (Table 3.3.2.2, C1 
and C2), this study found that female advisors were more likely than male advisors to encourage 
students to present at conferences, as well as to engage them in writing grant proposals. Addi-
tionally, a significantly higher number of students with female advisors indicated that their 
advisor “Takes time to learn about my background, interests, and/or personal relationships” to a 
“considerable” or “great extent” in comparison to the students with male advisors.
Among the respondents, 65.5% of students reported that their advisor created an environment 
where group members were treated fairly to a “considerable” or “very great” extent. Additionally, 
60% of the students indicated that their advisor “Is receptive to my emotional health” to a “con-
siderable” or “very great” extent. There was no difference in the responses from female and male 
students.
As shown in Table 3.3.2.2 (D1 and D2), doctoral degree students were more likely than master’s 
degree students to report that, to a “considerable” or “very great” extent, their advisors asked 
them “…to write the first drafts of scientific manuscripts.” However, master’s degree students 
were more likely than doctoral degree students to indicate that their advisors to a “considerable” 
or “very great” extent provided regular feedback on progress toward degree completion, helped 
them in developing professional relationships, and provided information on nonacademic career 
paths. Additionally, master’s degree students were more likely than doctoral degree students to 
report to a “considerable” or “very great” extent that their advisors take time to learn about their 
background, interests, and/or personal relationships as well as create an environment where all 
group members are treated fairly.

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24
*p<0.05
Column A: N=1,735
Columns B1, B2: Female respondents: n=856, Male respondents: n=674
Columns C1, C2: z-tests were performed to determine whether all students, as well as male and female students with a male or female advisor, responded differently;
F: n=443, M: n=1,276; FF: n=243, FM: n=609, MF: n=151, MM: n=516; N=1,719
Columns D1, D2: Doctoral degree students: n=1,629, Master’s degree students: n=106
Columns E1, E2: Asian and underrepresented female respondents (all URM women and Asian women (U.S. native, U.S. naturalized, U.S. permanent residents, or J-1,
F-1, and H1-B visa-holders): n=191; General population (all male respondents including J-1, F-1, H1-B visa-holders) and white female respondents (U.S. native, U.S.
naturalized, U.S. permanent residents, or J-1, F-1, and H1-B visa-holders): n=1,232; “Other visa” and “Other race” responses were excluded from this analysis.
Additionally, “Non-binary/third gender”, “Prefer to self-describe”, and “Prefer not to say” responses were excluded.