This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Depression is one of the top mental health concerns among biology graduate students and has contributed to the “graduate student mental health crisis” declared in 2018. Prominent science outlets have called for interventions to improve graduate student mental health, but few studies have examined the relationship between depression and graduate…
Depression is one of the top mental health concerns among biology graduate students and has contributed to the “graduate student mental health crisis” declared in 2018. Prominent science outlets have called for interventions to improve graduate student mental health, but few studies have examined the relationship between depression and graduate school among life sciences Ph.D. students. In this coupled set of qualitative interview studies, 50 life sciences Ph.D. students from 28 institutions across the United States were interviewed. The first study explored how research and teaching affect depression in Ph.D. students and how depression in turn also affects students’ experiences in graduate school. Using inductive coding, four overarching aspects of graduate school that influenced student depression were highlighted, (1) structure in teaching and research, (2) positive and negative reinforcement, (3) success and failure, and (4) social support and isolation. The second study explored depression as a concealable stigmatized identity (CSI) by examining (1) to what extent and why graduate students revealed their depression to faculty advisors, graduate students, and undergraduate researchers, and (2) the consequences or benefits that they perceive are associated with revealing one’s depression through a hybrid approach of deductive and inductive coding. Graduate students most commonly revealed their depression to other graduate students; however, most were reluctant to share their depression with undergraduate researchers. These qualitative interview studies provide insights into creating more inclusive life science graduate programs for students with depression.
