Enhancing Doctoral Completion in Women: Evidence from a Qualitative Study of a Unique Federally Funded Program

Autor/inn/en	Thomas, Sandra P.; Drake-Clark, Donna; Grasso, Maureen; Banta, Trudy
Titel	Enhancing Doctoral Completion in Women: Evidence from a Qualitative Study of a Unique Federally Funded Program
Quelle	In: NASPA Journal About Women in Higher Education, 7 (2014) 1, S.73-95 (23 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-7882
DOI	10.1515/njawhe-2014-0005
Schlagwörter	Graduate Students; Females; Doctoral Degrees; Womens Education; Academic Persistence; Student Attrition; Personal Narratives; Gender Discrimination; Educational History; Demography; Student Characteristics; Fellowships; School Choice; Peer Groups; Mentors; Student Financial Aid; Financial Support; Responsibility + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Weibliches Geschlecht; Doctoral degree; Doktorgrad; 'Women''s education'; Frauenbildung; Schülerbeurlaubung; Erlebniserzählung; History of education; Bildungsgeschichte; Demografie; Fellowship; Stipendium; Choice of school; Schulwahl; Gleichaltrigengruppe; Peer Group; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Finanzielle Förderung; Verantwortungsübernahme; Zuständigkeit
Abstract	In an era where campus environments were often unwelcoming to women, and there were few women role models, an innovative program funded by the National Institute of Education produced 100% completion by female and minority doctoral students. At a 25-year reunion, the graduates reflected on their program experiences and careers. Reflections were audiotaped and subjected to thematic narrative analysis. Five themes were identified through the assistance of a large interdisciplinary interpretive group: Freedom to Widen Horizons, We Were Kindred Souls, Women Who Wanted Us to Succeed, It Was a Gift, and Paying it Forward. Findings of the study are highly relevant today, given the persistence of sexism in academia, the underrepresentation of women among holders of doctoral degrees, and the need to better prepare women for faculty and leadership roles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10