Gender Homophily, Ph.D. Completion, and Time to Degree in the Humanities and Humanistic Social Sciences

Autor/in	Main, Joyce B.
Titel	Gender Homophily, Ph.D. Completion, and Time to Degree in the Humanities and Humanistic Social Sciences
Quelle	In: Review of Higher Education, 37 (2014) 3, S.349-375 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
DOI	10.1353/rhe.2014.0019
Schlagwörter	Time to Degree; Academic Persistence; Gender Issues; Humanities; Social Sciences; Doctoral Degrees; Doctoral Dissertations; Degree Requirements; Student Financial Aid; Student Experience; Academic Advising; Faculty Advisers; Teacher Student Relationship; Interpersonal Communication; Outcomes of Education; Females; Mentors; Regression (Statistics); Educational Attainment; Least Squares Statistics; Teacher Attitudes; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Geschlechterfrage; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Doctoral degree; Doktorgrad; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Studienerfahrung; Akademischer Rat; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Lernleistung; Schulerfolg; Weibliches Geschlecht; Regression; Regressionsanalyse; Bildungsabschluss; Bildungsgut; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Doctoral programs in the humanities and humanistic social sciences contend with relatively lower graduation rates and longer duration to degree. While reforming graduate education can include changes to financial aid awards and program requirements, enhancements in the area of advising can also improve student educational experiences and outcomes within existing institutional structures. The frequency of advisor-advisee communications during the dissertation process, as well as the advisor's attitude toward dissertation completion, influences program duration. Moreover, gender homophily, or same-gender mentorship, is associated with higher graduation probabilities for women doctoral students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10