Doctoral Students in Special Education: Characteristics and Career Aspirations

Abstract

This study was part of a comprehensive investigation on the supply and demand of special education faculty (see also Sindelar & Rosenberg; Pion, Smith & Tyler; and Smith, Pion, Tyler, & Gilmore, this issue). Students enrolled in doctoral programs during the Spring of 1999 were surveyed about their doctoral programs, educational background, experiences in applying to doctoral programs in special education, current doctoral study, post-graduation plans, and background information. The survey had an 82% response rate (1,267 students). The study found that doctoral students were older and their primary consideration in selecting a doctoral program was not having to relocate. Overall, students were fairly satisfied with the training they received in research skills, less so in areas of college teaching, administration/ supervision, and cultural and linguistic diversity. Additionally, less than half (44%) were interested in faculty positions after graduation.

Educating Knowledgeable and Skilled Researchers in Doctoral Programs in Schools of Education: A New Model

“…The location of the school is an important aspect for many doctoral students (Pierce & Smith, 1994;Tyler & Smith, 1999). Tyler, Smith, and Pion (2003), in a study of special education doctoral students, found that most (72%) applied to only one doctoral program and that 79% had applied to a program within 100 miles of where they lived. Of those who applied to two or more programs, 46% did not relocate.…”

Voices of African‐American doctoral students in special education: addressing the shortage in leadership preparation

“…Examining the experiences of doctoral students in special education is critically important in light of the limited number of doctoral students of color enrolled in special education programs across the country. This is reflective of the challenges inherent in meeting the growing demands for leadership in special education Tyler, Smith, and Pion, 2003). By exploring the experiences of faculty of color in education and providing space to reflect upon their doctoral journey, the author seeks to expand the dialogue on what constitutes research in special education and the need to examine the preparation of future faculty of color.…”

“…Much of the literature on the experiences of graduate students of color has emphasized increased recruitment efforts, financial and academic support, the presence of faculty of color, mentoring and the need to address race and culture in coursework (Daniel 2007;Johnson-Bailey 2004;Tyler, Smith, and Pion 2003;Tyler et al 2004). However, there remains a dearth of research exploring the lived experiences of African-American graduate students in specific areas of teacher education such as special education.…”

Market Demand for Special Education Faculty

“…Notably, only 44% intended to work in academe post graduation. Sindelar and Taylor (1988) and others examining various aspects of the demand for faculty in SE (Dil et al, 1993;Eichinger et al, 2000;Pierce et al, 1992;Pierce & Smith, 1994;Pion et al, 2003;Sindelar et al, 1993;Smith et al, 2001;Smith et al, 2011;Smith & Lovett, 1987;Tyler, et al, 2003) have all approached this line of research guided by the fundamental belief in a free appropriate public education for all students, including those with disabilities, as mandated by Individuals With Disabilities Education Act (IDEA) in 1975 . Pion and her colleagues also found that those in tenure-line faculty positions earned significantly less than their nonacademic counterparts and, due to age and family restrictions, had a low mobility rate.…”