2013
DOI: 10.1080/13562517.2012.719159
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Different for women? The challenges of doctoral studies

Abstract: This exploratory study investigates gender-specific differences in the challenges of the doctoral experience through the observations of a counsellor working with doctoral students. The article first contextualises the study within the literature investigating doctoral attrition and gender equity, showing that identity transformation over the doctorate is problematic in particular aspects for women. We confirm that cultural expectations regarding women passivity, family nurturance and (at least symbolic) subor… Show more

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Cited by 74 publications
(66 citation statements)
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“…This is in contrast to the experience of men. A man's family members, not the man, is encouraged to sacrifice for the sake of the doctoral program (Carter, Blumenstein, & Cook, 2013). Consistent with previous theories, models, and literature on doctoral and online students (Tinto, 1975;Bean & Metzner, 1985;Rovai, 2003), the findings of this study demonstrated that both personal factors, as well as program factors, affect students' integration.…”
Section: Discussionsupporting
confidence: 85%
“…This is in contrast to the experience of men. A man's family members, not the man, is encouraged to sacrifice for the sake of the doctoral program (Carter, Blumenstein, & Cook, 2013). Consistent with previous theories, models, and literature on doctoral and online students (Tinto, 1975;Bean & Metzner, 1985;Rovai, 2003), the findings of this study demonstrated that both personal factors, as well as program factors, affect students' integration.…”
Section: Discussionsupporting
confidence: 85%
“…The phenomenon of role conflict for women doctoral students is beginning to be documented in the literature (L. Brown & Watson, 2010;Carter, Blumenstein, & Cook, 2013;Eisenbach, 2013;Haynes, Bulosan, Citty, & Grant-Harris, 2012;Lynch, 2008); however, most of the literature on role conflict and management focuses on the residential, PhD, or first generation EdD programs where students often leave their professions and relocate to become students (Lee, Green, & Brennan, 2000). The concept of the motherhood penalty in higher education is well documented in the literature on faculty as researchers have examined faculty with children teaching in tenure-track positions and found disparity between men and women (M. Baker, 2012Baker, , 2016Craft & Maseberg-Tomlinson, 2015;Cummins, 2012;Jakubiec, 2015;McCutcheon & Morrison, 2016;Seher, & Iverson, 2015;Stinchfield, & Trepal, 2010;Summers, & Clarke, 2015;Ward, 2014;Wolf-Wendel & Ward, 2015;Sallee, Ward, and Wolf-Wendel, (2016) purported that academic mothers experience greater responsibility related to household tasks and childcare than academic fathers.…”
Section: The Current State Of the Literature And The Gapmentioning
confidence: 99%
“…In addition, Tower and Latimer (2016) describe the disadvantage that women face within the academy, saying "gender plays a role in the type of work that women conduct in the academy as well as how it is devalued, invisible, or unrewarded" (p. 319). Implicit biases against women caregivers are present in many academic programs (Drago et al, 2006), leading to different challenges for mothers than for other students (Carter, Blumenstein, & Cook, 2013).…”
mentioning
confidence: 99%