Normalizing Struggle: Dimensions of Faculty Support for Doctoral Students and Implications for Persistence and Well-Being

Posselt, Julie R.

doi:10.1080/00221546.2018.1449080

Cited by 98 publications

(112 citation statements)

References 35 publications

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“…interest, incentives, ideas, initiative, integrity and interpersonal relationships), may be necessary for successful doctorates in medicine. Recently, Posselt (2018) explored the influence of faculty mentoring on doctoral students within STEM disciplines. In this US based study, Posselt found that academic progress at doctoral level is leveraged through a faculty support that was characterised by academic, psychosocial and cultural dimensions.…”

Section: Introductionmentioning

confidence: 99%

Towards a model of resilience protection: factors influencing doctoral completion

McCray

Joseph-Richard

2020

High Educ

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This article asks what makes PhD completers resilient and which resilience protection factors help them complete their doctoral programme? A narrative inquiry methodology is applied to capture the experiences of eleven doctoral students who completed their PhDs in the United Kingdom. Data collected from interview conversations were analysed using resilience theory as a lens. We found that for these completers, success did not rely solely on the individual student, nor was the role of supervisors elevated, particularly for social and emotional support. Of importance was the students' family and social network, institutional context and the nature of university central services and how these were available to the completers. The study's contribution to the literature is in showing how the alignment of the completers' personal responses, environmental and social connections and institutional processes was available to build resilience, as we present a model for resilience protection in doctoral students .We hope the findings presented will be of interest to PhD students, supervisors and other academic colleagues in universities globally, as they seek insights into successful PhD completion.

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Section: Introductionmentioning

confidence: 99%

Towards a model of resilience protection: factors influencing doctoral completion

McCray

Joseph-Richard

2020

High Educ

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“…Coupled with the unpredictable post-graduate labor market, it is urgent we attend to the challenges and risks doctoral students take. This is especially important given what we know about the oppressive structural and cultural hurdles faced by doctoral students from all backgrounds (Posselt, 2018) and Black and Latinx doctoral students in particular (Gildersleeve, Croom, & Vasquez, 2011), often in distinct ways by gender (Ingram, 2013; Winkle-Wagner, Johnson, Morelon-Quainoo, & Santiague, 2010). The stories presented here represent doctoral students at the apex of educational attainment navigating a stigmatized position and bravely revealing this to the field at large, to render it known.…”

Section: Resultsmentioning

confidence: 99%

Basic Needs Insecurity among Doctoral Students: What It Looks Like and How to Address It

Perez‐Felkner¹,

Ford²,

Zhao³

et al. 2020

About Campus

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“…Their study identified sociocultural, socioeconomic, psychosocial, linguistic, gender, heterosexist, socio-physiological, and school structural borders. Due to the nature of doctoral study in STEM fields and the characteristics of Chinese students, this current study starts with a consideration of sociocultural (Hopwood, 2010), psychosocial (Posselt, 2018;Poyrazli, Arbona, Nora, McPherson, & Pisecco, 2002), socio-physiological (Winchester-Seeto et al, 2014, emotional (Gu, 2015), linguistic , gender (Dutta, 2015), and institutional borders (McAlpine, Jazvac-Martek, & Hopwood, 2009), but leaves the avenue open for further identification of differences through rigorous data analysis.…”

Section: Transitions Across and Borders In-betweenmentioning

confidence: 99%

“…The emergence, elevation, or decline of these borders are connected with individual situations over time, leading to different outcomes. While other studies have investigated particular borders or constraints, for example as mentioned in Chapter 2, sociocultural (Hopwood, 2010), psychosocial (Posselt, 2018;Poyrazli, Arbona, Nora, McPherson, & Pisecco, 2002), sociophysiological (Winchester-Seeto et al, 2014, emotional (Gu, 2015), linguistic , gender (Dutta, 2015), and institutional borders (McAlpine, Jazvac-Martek, & Hopwood, 2009), this present study used an approach to identify borders holistically for interpreting the experiences of international doctoral students. Future studies are highly encouraged to examine, criticise, and complement these concepts so that we may understand better how to facilitate international doctoral students for the sustainability of international doctoral education.…”

Section: Bordersmentioning

confidence: 99%

Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

Yang

MacCallum

2021

Journal of Studies in International Education

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In the context of internationalization, this longitudinal qualitative study explores the diverse and challenging experiences of Chinese international doctoral students in science, technology, engineering, and mathematics. The endeavor is to identify factors that facilitate or constrain their successful completion of a PhD abroad over time. By incorporating a three-dimensional multi-world conceptual framework that highlights the relationship between an individual’s research, personal, and social worlds, this study identified six patterns of congruence or difference across the worlds and the corresponding transitions, illustrated with narratives for each pattern. Evidence shows that congruence of an individual’s multi-worlds facilitates, but difference does not necessarily mean constraint when differences are respected, understood, and accommodated. Rather, it is how the transitions are negotiated that is important for the success of transnational and transcultural PhD study. This article contributes a conceptual framework, empirical evidence, and practical implications to the understanding of doctoral study abroad experiences.

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Normalizing Struggle: Dimensions of Faculty Support for Doctoral Students and Implications for Persistence and Well-Being

Cited by 98 publications

References 35 publications

Towards a model of resilience protection: factors influencing doctoral completion

Towards a model of resilience protection: factors influencing doctoral completion

Basic Needs Insecurity among Doctoral Students: What It Looks Like and How to Address It

Transitions Across Multi-Worlds: Experiences of Chinese International Doctoral Students in STEM Fields

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