When I was in graduate school and then for a few years afterwards (even though I had changed fields), I found it strange and fascinating that I and other friends who were in theoretical physics groups all seemed to have really good experiences on the whole (even while going through the normal day-to-day & month-to-month ups & downs of doing a PhD), whereas many (but not all) friends who were in experimental physics & engineering groups had noticeably more toxic & micromanagerial advisors who made those friends' PhD experiences correspondingly worse. For several years, I thought that it was simply an issue of the advisor's personality & mindset, because some friends earned PhDs from research groups whose advisors were much more kind & supportive, so on my own as well as when commiserating with friends who had toxic & micromanagerial advisors, I decried such toxic & micromanagerial advisors and expressed hope for cultural shifts that would reward experimental science & engineering research group leaders who could be more kind & supportive toward their graduate students.
Much more recently, at my current job, I have been working on a billable project that involves finding information for the client about building internal organizational trust, especially for encouraging productive conflicts of ideas. As I looked at those materials, I started to believe more strongly that kind & supportive advisors are exceptional in the experimental sciences & engineering despite being the ideal norm in other fields and that, unfortunately, research group leaders in experimental sciences & engineering may actually be structurally incentivized to behave in toxic & micromanagerial ways toward their graduate students. Moreover, I've come to believe that such structural incentives go beyond, though are compatible with, the idea that advisors who behave in toxic & micromanagerial toward their graduate students excuse or even defend those behaviors by claiming that their own advisors behaved similarly toward them and ascribing their own academic career successes to their ability to thrive when their advisors behaved in those ways toward them. (The latter point is essentially a career-specific manifestation of a cycle of abuse; it is often seen in abusive parenting when an abusive parent admits to being a victim of abuse by that person's own parents and claims to have come out of it "OK".)
The ideas underpinning these new beliefs of mine are related to each other and have many analogies in sports & sports management (the latter at least as far as I can tell as a layperson with respect to sports). I should note that these ideas are probably not new. The way that I am writing about them in this post is supported only by anecdotes from my own experiences as well as what I have heard about from relatives & friends, not by more rigorous data. Finally, as a reminder, all of these discussions only apply to the US (and maybe Canada, but I can't guarantee the latter). Follow the jump to see more about these ideas.