You are here

Three Women's Educational Doctoral Program Experiences: A Case Study of Performances and Journeys

Journal Name:

Publication Year:

Abstract (2. Language): 
Three academic women joined to write this piece to explore individual doctoral program experiences and to establish common understandings. They collectively analyzed their experiences using the conceptual approach of doctoral program performances and journeys. This case study shares their experiences within the conceptual approach through emerging themes. The common understandings developed herein about doctoral education based on these themes are also shared. The broader contributions of the three women's work are two-fold. First, the entire case study provides a way to view, discuss, and consider women's doctoral education pluralistically. Secondly, perhaps readers of this piece will recognize that individual and common understandings with others are a way to develop professional knowledge as academics. Further, readers of this piece might be able to relate more deeply to their own and others' unique doctoral program experiences through the lens of performances or journeys. Some of these connections might be based on the overarching framework, while others might be specific to the shared women's experiences.
14
25

REFERENCES

References: 

Ayer, W. (2001). To teach: The journey of a teacher. New York, NY: Teachers College Press. Behar, R. (2003). Translated Woman. New York, NY: Beacon Press.
Brailsford, I (2010). Motives and Aspirations for Doctoral Study: Career, Personal, and Inter-personal
Factors in the Decision to Embark on a History PhD. International Journal of Doctoral Studies,
5, 15-28. Retrieved from http://ijds.org/Volume5/IJDSv5p015-027Brailsford283.pdf Cochran-Smith, M., & Lytle, S. (1999). Relationships of Knowledge and Practice: Teacher Learning in
Communities. Review of Research in Education. 24, 249-305. Council of Graduate Schools. (2008). PhD Completion Project; Institutional Factors. Retrieved from
Council of Graduate Schools website: http:///www.phdcompletion.org/information/factors.asp Creswell, J. (1998). Qualttative inquiry and research design: Choosing among five tradttions. London,
England: Sage Publications, inc. Earl-Novell, S. (2006). Determining the extent to which program structure features and integration
mechanisms facilitate or impede doctoral student persistence in mathematics. International
Journal of Doctoral Studies, 1, 46-57. Retrieved from
http://www.ijds.org/Volume1/IJDSv1p045-057Earl16.pdf Eisner, E. (1994). The Educational Imagination. New York, NY: MacMillan College Publishing Company. Erdem, F., & Ozen, J. (2003). The perceptions of proteges in academic organizations in regard to the
functions of monitoring. Higher Education in Europe, 28(4), 569-575. Golde, C. (1998). Beginning graduate school: Explaining first year doctoral attrition. In M. Anderson
(Ed.), The experience of being nn graduate school- An exploration new directions: New
directions for higher education, No. 101. (pp. 55-64). San Francisco, CA: Jossey-Bass. Golde, C. (2000). Should I stay or should I go. Review of Higher Education, 23(2), 199-227. Grover, V. (2007). Successfully navigating the stages of doctoral study. International Journal of
Doctoral Studies, 2, 9-21. Retrieved from http: //www.ijds.org/Volume2/IJDSv2p009-
021Grover21.pdf
Herzig, A.H. (2002). Where have all the doctoral students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the Ph.D. Educational Studies in Mathematics, 50, 177-212.
24
Turkish Online Journal of Qualitative Inquiry, July 2011, 2(3)
Kor-Ljungberg, M., Yendol-Hoppey, D., Smith, J. & Hayes, S. (2009). (E)pistemological Awareness,
Instantiation of Methods, and Uniformed Methodological Ambiguity in Qualitative Research
Projects. Educational Researcher. 38, 687-690. doi:10.3102/0013189X09351980 Lee, C. (2009). The experience of nurse faculty members enrolled in doctoral study. International
Journal of Doctoral Studies, 4, 60-75. Retrieved from
http://www.ijds.org/Volume4/IJDSv4p059-075Lee255.pdf Mainhard, T., van der Rijst, R., van Tartwijk, J., & Wubbels, T. (2009). A model for the supervisor-
doctoral student relationship. Higher Education, 58, 359-373. Ray, S. (2007). Selecting a Doctoral Dissertation Supervisor; Analytical Hierarchy Approach to the
Multiple Criteria Problem. International Journal of Doctoral Studies, 2, 23-32. Retrieved from
http://www.ijds.org/Volume2/IJDSv2p023-032Ray18.pdf Shulman, L., (2010). Doctoral education shouldn't be a marathon. Chronicle of Higher Education,
56,30, B9-B12.
Walker, G., Golde, C., Jones, L., Conklin-Bueschel, A., & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco, CA: Jossey Bass Publishers.
Weidman, J., Twain, D., & Stein, A. (2001). Socialization of graduate and professional students in higher education: A perilous passage? (ASHE:ERIC Higher Education Report, No. 3). San Francisco, CA: Jossey Bass Publishers.

Thank you for copying data from http://www.arastirmax.com