(PS8-11) Perceived Support & Belongingness Amongst Groups of Underrepresented & Majority Graduate Students

Abstract Text: Graduate school can be a stressful and isolating experience, particularly for students from underrepresented backgrounds who often face additional challenges in feeling supported and a sense of belonging. Research indicates that graduate students are six times more likely to experience mental health issues like depression and anxiety compared to the general population (Evans et al., 2018). Functional support, or social support, has been linked to successful degree completion, greater resiliency, and improved stress management (Jairam et al., 2012; Moore et al., 2010). While advisor support has been shown to positively correlate with perceived belongingness among doctoral students (Curtin et al., 2013), prior literature highlights that underrepresented graduate students often report lower levels of belonging, which correlates with higher rates of depression, anxiety, and stress (Miller et al., 2020; Stachl & Baranger, 2020). Despite these findings, existing studies have primarily focused on undergraduates, leaving graduate students, especially those from underrepresented groups, understudied. This study addresses this gap by comparing perceived functional support and belongingness among graduate students from underrepresented (e.g., non-heterosexual, non-White, non-American citizens, or those with chronic conditions) and majority backgrounds (e.g., heterosexual, White, American citizens, or those without chronic conditions). 734 graduate students were surveyed at a large Midwestern university on their perceived support and belongingness. Underrepresented students reported significantly lower levels of support and belonging compared to their majority peers, with small effect sizes highlighting these disparities. These findings stress the need for targeted interventions, such as affinity groups and mentorship programs, which have been shown to foster support and resiliency among marginalized students (Muraki et al., 2024). Additionally, increasing diversity among faculty and creating inclusive campus environments may improve the learning experience for underrepresented graduate students (Maddah, 2021). This study emphasizes the importance of addressing systemic disparities and providing tailored support to mitigate negative mental health outcomes and promote equity for underrepresented students in graduate programs.