Williams K B
University of Minnesota, USA.
Psychol Rep. 2000 Jun;86(3 Pt 1):1003-10. doi: 10.2466/pr0.2000.86.3.1003.
This study examined the perceptions of social support reported by 70 African-American, 44 Hispanic, 20 Native-American, and 69 Asian-American doctoral students (N = 203) concerning their experiences in graduate school. The Doctoral Student Survey was used to measure the levels and types of social support provided. One-way analysis of variance of mean scores indicated that a majority of doctoral students perceived the academic environment on campus and faculty advisers to be strong sources of social support, while perceiving the social environment on campus as unsupportive of their progress. The African-American and Native-American doctoral students perceived the social environment on campus to be less supportive than did the Hispanic and Asian-American doctoral students, and Native-American doctoral students perceived their departments to be less supportive than did the African-American, Hispanic, and Asian-American doctoral students.
本研究调查了70名非裔美国博士生、44名西班牙裔博士生、20名美国原住民博士生和69名亚裔美国博士生（N = 203）对其研究生学习经历的社会支持感知。使用博士生调查问卷来衡量所提供的社会支持的水平和类型。均值得分的单因素方差分析表明，大多数博士生认为校园学术环境和教师顾问是社会支持的强大来源，而认为校园社会环境不利于他们的进步。非裔美国博士生和美国原住民博士生认为校园社会环境的支持性低于西班牙裔和亚裔美国博士生，并且美国原住民博士生认为他们的院系支持性低于非裔美国、西班牙裔和亚裔美国博士生。
