Exploring Early Exits: Doctoral Attrition in the Biomedical Sciences

Autor/inn/en	Maher, Michelle A.; Wofford, Annie M.; Roksa, Josipa; Feldon, David F.
Titel	Exploring Early Exits: Doctoral Attrition in the Biomedical Sciences
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 22 (2020) 2, S.205-226 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Feldon, David F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025117736871
Schlagwörter	Graduate Students; Doctoral Programs; Student Attrition; Biomedicine; Withdrawal (Education); Self Efficacy; Expectation; Occupational Aspiration; Academic Advising; Career Change; Academic Achievement; Psychological Patterns; Socialization + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Schülerbeurlaubung; Biomedizin; Kursabbruch; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Berufsneigung; Berufsziel; Akademischer Rat; Career changes; Berufswechsel; Schulleistung; Socialisation; Sozialisation
Abstract	High attrition rates have been a defining characteristic of doctoral education for decades, representing a loss of time, talent, and effort for departing students and their faculty. This qualitative study uses a biomedical science doctoral student sample to collect "real time" data on attrition within the first 2 years of doctoral training. Eighteen students, who represented 16 distinct universities, were interviewed as they engaged in the withdrawal process. Using the conceptual frames of socialization and social cognitive career theory, we explored experiences that preceded these students' doctoral program withdrawals. Furthermore, we examined how expressed roles of students' self-efficacy, outcome expectations, and professional goals contributed to the withdrawal process. Findings indicate that faculty advising (both positive and negative), laboratory rotation experiences, self-efficacy components, and changing professional goals all play a role in the early doctoral program attrition process. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01