“Why Am I Here?”: Exploring Graduate Students’ Academic Writing Anxieties and the Potential for Contemplative and Mindfulness-based Teaching Practices

Mental health challenges, notably anxiety, disproportionately affect graduate students, with research indicating a 41% prevalence rate compared to the general population (Evans et al.). Academic writing anxiety (AWA) stands out among these concerns, correlating with lower grades, self-esteem, and self-efficacy (Martinez et al.; Daly and Wilson; Goodman and Cirka). Traditionally, AWA has been viewed through a cognitive lens, neglecting its complexity. To address this, we conducted a comprehensive survey gathering both quantitative and qualitative data on graduate students’ AWA experiences. Our analysis of student narratives unveils how academic cultures alienate marginalized students, fostering impostor syndrome and AWA. We advocate for integrating mindfulness-based and contemplative pedagogies within feminist and anti-racist frameworks (Mathieu and Muir; Inoue; Graphenreed and Poe) to catalyze transformative change amid this pressing historical moment.