Part-Time Doctoral Student Socialization through Peer Mentorship

Autor/in	Bircher, Lisa S.
Titel	Part-Time Doctoral Student Socialization through Peer Mentorship
Quelle	(2012), (358 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-3690-8
Schlagwörter	Hochschulschrift; Dissertation; Graduate Students; Mentors; Socialization; Collegiality; Peer Groups; Phenomenology; Part Time Students; Doctoral Programs; Social Isolation; Self Concept; Self Efficacy; Student Employment; Work Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Socialisation; Sozialisation; Kollegialität; Gleichaltrigengruppe; Peer Group; Phenomenological psychology; Phänomenologie; Psychologie; Part-time students; Teilzeitstudent; Doktorandenprogramm; Soziale Isolation; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Studentenarbeit; Arbeitsmilieu
Abstract	The purpose of this phenomenological study was to understand the socialization (Weidman, Twale, & Stein, 2001) experiences of part-time doctoral students as a result of peer mentorship in one college. Part-time doctoral students are identified as students who are maintaining full-time employment or obligations outside of the university. The research questions for this study include: How do part-time doctoral students experience socialization through peer mentorship? How do part-time doctoral students experience spontaneous peer mentorship? How do part-time doctoral students experience peer mentorship as a result of their involvement in formal socialization experiences? How can the experiences of these part-time doctoral students be used to create implications for practice in the socialization by peer mentorship? The 21 participants in this study were all enrolled in a large university at the time of the study. A composite description including themes of collegiality and isolation in the participants' experiences with peer mentorship was developed. Participants experienced collegiality through nurturing mentoring, educative mentoring, dyadic co-mentoring with peers, workplace colleagues and personal friends who provided efficacious experiences as they negotiated their scholarly identity. Isolation includes feelings of being second-tier doctoral students and life getting in the way combined with feelings of negative self-efficacy as they negotiated their scholarly identity. Interrelationships between the themes and subthemes are delineated. Implications for practice to encourage peer mentorship for part-time doctoral students were created. Suggestions are provided for both part-time doctoral students and their faculty in order to facilitate the process of socialization to the academy through peer mentorship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10