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Black students face repeated racial microaggressions that may challenge their mental health and academic performance in engineering doctoral programs. Researchers attribute this to stereotypes and institutional climates that juxtapose their STEM and racial identities as incongruent. In this article, we analyzed the perceptions of environmental, behavioral, and verbal racial microaggressions of 33 Black doctoral students and postdocs, with a focus on their interactions with non-Black peers. Data were collected through semi-structured interviews with Black doctoral students from 11 Predominantly White Institutions in the United States. To analyze the experiences of our participants, we utilized two theoretical frameworks: Racial microaggressions and identity nonverification. Across the interviews, participants described various forms of racial microaggressions that greatly challenged their sense of belonging and identities as engineers. This research affirms the need to develop initiatives at the departmental and institutional levels to encourage more inclusive spaces for diverse students in STEM doctoral programs and to combat the types of exclusionary practices found in this study. 相似文献
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Malik S. Henfield Hongryun Woo Ahmad Washington 《Counselor Education & Supervision》2013,52(2):122-136
This study explored 11 African American doctoral students’ perceptions of challenging experiences in counselor education programs. The authors identified the following themes using critical race theory: feelings of isolation, peer disconnection, and faculty misunderstandings and disrespect. Implications for counselor education programs and policies are discussed. 相似文献
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This study examined the nature and extent of specialized study offered in doctoral programs in U.S. universities during 1985. On the basis of information supplied from representatives of 61 programs, curricula were positioned on a continuum from highly specialized to generalist. Most doctoral programs were classified either as highly or moderately specialized (42% and 43%, respectively), while 15% were classified as generalist programs. Overall, 26 areas of doctoral study were identified and collapsed into five “generic” categories. One of the categories, exercise science, accounted for more than half of the doctoral programs offered during the reporting year, education-related specializations accounted for approximately 30%, and sociocultural studies approximately 12%. Among highly specialized programs, the majority of students graduated with specializations in exercise physiology (35%). The implications of these data for the future of the field are discussed. 相似文献
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Malik S. Henfield Delila Owens Sheila Witherspoon 《Counselor Education & Supervision》2011,50(4):226-242
The authors explored 11 African American doctoral students' perceptions of their experiences in counselor education programs, and their findings are presented. Using a phenomenological methodological framework, the authors investigated the various systems of support that students use as they navigate their respective programs. Human agency was the theoretical framework for this study, and 4 themes emerged from the data: assertiveness, more experienced African American students, race‐based organizations, and personal and professional care from advisors. Implications for students and counselor education programs are discussed. 相似文献
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Steven R. Terrell Martha M. Snyder Laurie P. Dringus 《The Internet and Higher Education》2009,12(2):112-116
Student attrition from distance and limited-residency doctoral programs is significantly higher than that from traditional programs. The focus of this paper is the development and application of a survey instrument, the Doctoral Student Connectedness Scale, designed to identify students at risk of dropout. The study focused exclusively on students currently working on their dissertations with results indicating that low feelings of student-to-student and student-to-faculty connectedness in the learning environment may be predictive of departure from the program. This study supports the work of Lovitts (2001) and others who have also recognized connectedness as an integral part of the dissertation experience. Recommendations are made for addressing these issues through various initiatives that administrators, faculty, and students can support including the design and development of a doctoral student community of practice (CoP). 相似文献
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我国机械学科博士生培养质量提升对策研究 总被引：1，自引：0，他引：1
分析我国高校机械学科博士生培养现状,针对存在的问题,分别从博士生培养机制、博士生指导教师和不同类型博士生的培养过程管理等方面提出了详细的提升策略。 相似文献
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This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges for universities worldwide in managing doctoral programs to optimise their productivity and minimise the risk of failure, costliness and/or litigation. An effect of this is that professional and personal relationships in universities, as in many other public and private institutions, are being reshaped in order to be more closely aligned with risk minimisation policy directives and strategies. To understand what effects such reshaping is having on doctoral education, we bring together anthropological theorising of risk with pedagogical theorising of power and identity in education contexts. This theoretical cross-over between anthropology and education situates the pedagogic work of doctoral training within a culturally constituted order of professional care and risk management. We utilise this framework to interrogate "soft marking" as a specific domain in which risk minimisation is producing new relational identities for both supervisors and students involved in doctoral studies programs. 相似文献
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The purpose of this study was to investigate whether there is some factor or set of factors which will predict the probability of graduation from doctoral programs. This study concentrated on two areas: (a) the factors available to the selection committee when the students apply for admission into graduate programs, and (b) those factors emerging after admission, resulting from the students' meeting program-imposed requirements for graduation. Data were collected from the file of each student admitted to the doctoral program in Educational Administration. The results of the study indicated that program variables are more important than admission variables in predicting graduation. and the technique of Path Analysis is highly recommended to study the problem of student progression through graduate departments. 相似文献
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The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students’ perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in scholarly-related activities; but they identify gaps in areas such as preparation for grant writing, teaching, and leading research teams. Statistically significant differences in perceived preparation were noted among disciplines. We offer suggestions for future research in doctoral professional development and recognize the need to expand and diversify centralized, institution-based resources so as to pave the pathway to successful careers for graduate students. 相似文献
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Susan K. Gardner Jessica S. Jansujwicz Karen Hutchins Brittany Cline Vanessa Levesque 《Higher Education》2014,67(3):255-271
Socialization has become a common framework through which to understand the doctoral student experience; however, the framework has predominately been used as a lens through which to understand traditional, single-discipline doctoral student experiences. Interdisciplinary doctoral programs are becoming increasingly common in both the United States and elsewhere but relatively little empirical research exists about this distinct experience. Through multiple interviews with 18 doctoral students and their 35 faculty members, we discuss differences in the socialization process for these students in regard to knowledge acquisition, investment, and involvement. Implications for practice and future research are included. 相似文献
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Graduates of social work doctoral programs are an integral part of social work education and, as faculty, training of BSW and MSW students. Missing from the literature are theoretical frameworks that advance the study of “what works and for whom” in social work doctoral education. Building upon the existing literature, this article proposes a conceptual framework for enhancing doctoral students’ experiences, as well as doctoral education programs. Specific strategies grounded by this framework are put forward to guide PhD students and educators in advancing doctoral social work education. 相似文献
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The doctoral advisor is said to be one of the most important persons—if not the single most critical person—with whom doctoral students will develop a relationship during their doctoral degree programs
(Baird 1995). However, we have limited knowledge regarding how doctoral advisors see their roles and responsibilities as advisors. Therefore,
through in-depth interviews, we explored the perceptions of 25 exemplary doctoral advisors, who have graduated a large number
of doctoral students, about their roles and responsibilities as advisors. We conclude this article with implications for doctoral
education.
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| Ann E. AustinEmail: |
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Stephenie Howard 《Journal of Teaching in Social Work》2017,37(5):513-527
Black students are underrepresented in doctoral programs in social work, and the disparity calls for greater attention to the preparation of such students for doctoral programs. Toward this goal, this article examines the sociocultural influences on the matriculation of Black students in social work who are the first in their family to pursue a doctoral degree. The author expands on the general concept of first-generation college students to capture a more inclusive population of students who may be equally disadvantaged in doctoral programs in social work. The author also identifies strategies social work faculty and administrators can use to facilitate the entry and achievement of Black students in the doctoral pipeline. 相似文献
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Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students?? retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market??s effect on doctoral student retention and neglect the longitudinal nature of doctoral study and the multiple requirements that make doctoral education a three-stage process. This research study examines the effect of various factors, including financial aid and labor market conditions, on the likelihood that doctoral students will complete the three stages of doctoral education: transition, development, and research. The results show that although financial aid as a whole is important, the type of financial aid received is even more significant and has differential impacts on doctoral students?? retention at each stage. The study concludes that research assistantships have the highest likelihood of degree completion compared to students with other forms of financial support. Labor market conditions are also an important factor affecting doctoral student retention with higher expected earnings motivating doctoral students in the later part of their programs to complete their degrees. 相似文献
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Paul Armstrong 《Studies in Continuing Education》2013,35(3):363-367
Stress during doctoral study is common; however, its presence is of concern to students as it has a deleterious impact on well-being and performance, and to the university which has a duty of care to students and the desire to promote a supportive research environment. This article reports on the qualitative findings from an online survey that sought to identify students’ experiences related to stress during the early-stage doctoral study. All newly enrolled PhD students at the University of Otago (New Zealand) received invitations to participate and respond to two questions related to stress during the early-stage doctoral study. In total, 152 survey responses were acquired from 352 first-year PhD students (response rate 43.2%). Nine main areas of concern were identified from an inductive thematic analysis of participants’ responses. Key stressors were time pressure, uncertainty about doctoral processes, sense of belonging in scholarly communities, and financial pressures. Some findings are contrary to previous research with novel perceptions on the student–supervisor relationship, different financial issues, and transition stresses contrary to previous research; this may reflect the changed academic landscape of doctoral studies. Findings provide insight into potential support strategies to better support early-stage PhD students. 相似文献
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ABSTRACTQuality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new physical education teacher education assistant professors decreases, those in the profession are concerned for the future of teacher education. Unlike other professions that prepare more doctoral students than the market can accommodate, this is not the case for physical education teacher education doctoral programs. This article will provide summary information on supply and demand, which will be used to identify trends and recommendations for the future. This article will explore the status of doctoral programs in the United States and whether university programs will be able to prepare a sufficient number of professors to replace the aging physical education teacher education professoriate. 相似文献
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Kyeong-Hwa Kim Mary E. Morningstar Sungmin Jung 《International Journal of Disability, Development & Education》2014,61(4):388-402
This preliminary study investigated 118 special education doctoral students’ knowledge of and attitudes toward self-determination. In addition, this study examined the relationship between self-determination coursework and special education doctoral students’ perceptions of how well they were prepared for implementing self-determination in their future careers. The results indicated that although the majority of respondents possessed adequate knowledge of self-determination concepts, they reported lacking confidence in identifying how it can be taught and assessed. Most of the respondents indicated that they would integrate self-determination knowledge and skills into their future teaching; however, more than one-half of the doctoral students felt that they were unprepared with regard to the instruction of self-determination. Also, the findings indicated that there were statistically significant relationships between pre-service courses and doctoral students’ perceptions of self-determination. The results of this study showed a gap in current doctoral students’ knowledge about self-determination and confidence related to application within pre-service teaching. 相似文献
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The purpose of the present study was to explore the themes that counselor education doctoral students perceive as influencing their experience. The results of an exploratory qualitative study in which counselor education doctoral students provided their perceptions of what helped or hindered their progress are presented. Themes identified as both positively and negatively influencing their experiences were departmental culture, mentoring, academics, support systems, and personal issues. Recommendations are provided for counselor educators to consider in their work with doctoral students. 相似文献