As part of the broader effort to diversify higher education in the USA, many science, technology, engineering and mathematics (STEM) doctoral programs are deeply engaged in diversity work – an array of formal activities and practices meant to boost the representation of women and students of color. This paper aims to examine how underrepresented doctoral students in high-diversity STEM PhD programs contribute to diversity work in their programs.,A case study approach was used to understand the nature of diversity work in four STEM doctoral programs that have enrolled and graduated women and/or underrepresented students of color at rates significantly higher than their disciplines, despite being located in states with affirmative action bans. This study analyzes qualitative data from 24 semi-structured interviews and four focus groups with students from across the four departments.,Data reveal that underrepresented students are simultaneously positioned as representatives of progress and uncompensated consultants in their departments’ ongoing equity and diversity efforts. As a result, student contributions to diversity work are experienced as an ongoing process of emotional labor in which institutional ethos and/or feeling rules in the department shape how students manage their internal and external emotions.,Although diversity-related work is widespread and growing within colleges and universities, this study shows how student engagement in diversification efforts can lead to significant emotional burdens that go unnoticed and uncompensated. In highlighting the invisibility of emotional labor and the skew of its distribution toward minoritized groups, this research calls attention to how tacit feeling rules can undermine the ultimate goal of diversity initiatives within graduate departments and programs.

中文翻译：

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多元化工作的负担和好处：STEM博士生的情绪管理

作为美国多元化高等教育的更广泛努力的一部分，许多科学，技术，工程和数学（STEM）博士课程都深入从事多样性工作-一系列旨在提高妇女和学生代表性的正式活动和做法颜色。本文旨在研究高多样性STEM博士课程中代表性不足的博士生如何促进其课程中的多样性工作。采用案例研究的方法，了解了四个已招收并毕业的妇女和研究生的STEM博士课程的多样性工作的性质。 /或尽管处于禁止平权行动的州，但有色人种学生的比例却大大低于其学科，但其代表性不足。这项研究分析了来自四个部门的学生进行的24次半结构化访谈和四个焦点小组的定性数据。数据显示，在部门不断进行的公平性和多样性工作中，代表性不足的学生同时被定位为进步和无偿顾问的代表。结果，学生对多样性工作的贡献经历了情感劳动的持续过程，在该过程中，部门的机构风气和/或感觉规则影响着学生如何管理内部和外部情绪。在高校中，这项研究表明，学生参与多元化努力如何导致巨大的情感负担，而这种负担却未被人们注意和补偿。