Of heads and hearts: Women in doctoral education at a Canadian University

Wall, Sarah

doi:10.1016/j.wsif.2008.04.007

Cited by 33 publications

(15 citation statements)

References 20 publications

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“…'Good' women selflessly put their family's needs ahead of their own; 'good' doctoral students meet deadlines, focus on their research, and attain goals. Yet despite the tension between these two kinds of goodness, a qualitative Canadian study of doctoral women's stress (Wall 2008) found that what women most desired was less being allowed more space for their work in multiple spheres but simply recognition of the importance of blending family and academic life.…”

Section: Discussionmentioning

confidence: 99%

“…On the one hand, women in relationships often adopt a more traditional role while undertaking doctoral study, being financially supported by a partner and foregoing career status for an extended period (Lynch 2008). On the other hand, the transformative aspects of progress towards doctoral attainment may shift women's sense of power and identity in ways that unsettle the relationship status quo (Wall 2008). Relationship alteration can in turn disrupt academic progress.…”

Section: The Social Role: Womenmentioning

confidence: 99%

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Different for women? The challenges of doctoral studies

Carter¹,

Blumenstein²,

Cook³

2013

Teaching in Higher Education

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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) subordination to male authority can cause tensions between women's social relationships and academic performance which values assertiveness, clear communication and confident management of power relationships. We identify various conflicts between the female roles of the social sphere and the academic arena that problematise the identity transition of the doctorate from student to independent researcher. Context: doctoral attrition and gender equityDoctoral attrition is under scrutiny. Relatively few fail a doctorate once they submit a thesis, yet literature testifies to doctoral attrition rates as high as 50% (McAlpine and Norton 2006;Mendoza 2007). Attrition is the real failure for students and for institutions. It causes considerable costs to the institution or faculty's reputation; institutions are, therefore, keen to improve their statistics. At the ground level, failure to complete often results in financial, emotional and social costs to the doctoral candidate, leading to disruption of identity.There is also awareness of a history of gender inequity in education and desire to improve the balance. Recent UNESCO statistics obtained from mainly Western countries showed the traditional gender gap in higher education closing, with women making up 50% or more of overall university students (Mastekaasa 2005). However, a report from the European Union found that women were less likely to advance from undergraduates to doctoral candidates (Mastekaasa 2005), and it was reported that only 25Á45% of all female undergraduates proceed towards a Ph.D. Furthermore, there is evidence that more male academics hold doctorates than females (Brown and Watson 2010). The gender gap is nonetheless closing at doctoral level: more recent figures from the USA suggest for the first time show 50.4% of

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Section: Discussionmentioning

confidence: 99%

Section: The Social Role: Womenmentioning

confidence: 99%

Different for women? The challenges of doctoral studies

Carter¹,

Blumenstein²,

Cook³

2013

Teaching in Higher Education

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“…The obligation for female teachers to complete many tasks at the same time due to multiple roles may sometimes compel them in their career. As a matter of fact, while the literature examined, it is indicated that majority of women experience role conflicts and these conflicts hinder their professional development (Irey, 2011;Wall, 2008). Female teachers who experience role conflicts also have to work more than men in respect to professional development.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Yildiz

2018

JETS

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The aim of this study is to analyze the perceptions of female mathematics teachers concerning the concept of "female mathematician" through metaphors. In the study, phenomenology method was used. The participants consisted of 98 female mathematics teachers who work at secondary schools. The data was obtained through the statement "Female mathematicians are like ... because ..." completed by female mathematics teachers. The teachers were asked to write a metaphor in the first blank concerning the concept of female mathematician and they wrote their reasons of writing that metaphor in the second blank. The data was analyzed through content analysis method. At the end of the study, it was determined that the teachers had formed 71 different metaphors concerning female mathematicians. The first three concepts occurring to the minds of mathematics teachers concerning the concept of female mathematician were found as "male mathematician", "mother" and "equation". Additionally, it was determined that the metaphors of the teachers were collected under six different categories. Among these categories, the category of "female mathematician as a person who has desired qualities and is needed" was observed to be emphasized more distinctly. It was also seen that explanations of the teachers were collected under 34 features and among these features; the codes of "scarcity" and "incomprehensibility" were emphasized more distinctly. Finally, it was determined that metaphors, categories and features concerning female mathematicians had a positive meaning in general. It is recommended to enhance the living and working conditions of female mathematics teachers and increase their number.

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“…Instead, I am interested to explore what happens when we take doctoral education as a rich and complex cultural site and subject it to theoretical engagement. I locate my own approach alongside doctoral education research that has critically explored how emotions are linked to relations of power (Aitchison & Mowbray, 2013;Wall, 2008) and the consequences of neoliberal reform (Aitchison and Mowbray, 2015). Indeed, Aitchison and Mowbray's (2015) article on the rise of the commercial 'grey zone' for postgraduate writing support services is an example of the kind of work I think is necessary in the field.…”

Section: Exploring Doctoral Emotion Researchmentioning

confidence: 99%

Conceptualising Doctoral Writing as an Affective-political Practice

Burford

2017

IJDS

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Aim/Purpose: This article offers a conceptual summary and critique of existing literature on doctoral writing and emotion. The article seeks to intervene in current debates about doctoral writing by re-positioning it as an affective-political practice Background: Over recent decades public interest in the doctorate has expanded as it has become re-framed as a key component of national success in the global knowledge economy. It is within this context that the practice of doctoral writing has crystallised as an object of interest. While researchers have examined the increased regulation, surveillance, and intensification of doctoral writing, often this work is motivated to develop pedagogies that support students to meet these new expectations. At this point, there has been limited attention to what broad changes to the meanings and practices of doctoral writing feel like for students. Methodology: The paper offers a conceptual review that examines the ways in which doctoral writing tends to be understood. A review of literature in the areas of doctoral writing, doctoral emotion, and critical studies of academic labour was undertaken in order to produce a more comprehensive understanding of the political and emotional dynamics of doctoral writing. Contribution: It is intended that this conceptual research paper help researchers attend to the emotional context of doctoral writing in the current university context. Critical studies of academic work and life are identified as a possible platform for the development of future doctoral education research, and the conceptual tool of “affective-politics” is advanced as a novel frame for approaching doctoral writing research.

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Of heads and hearts: Women in doctoral education at a Canadian University

Cited by 33 publications

References 20 publications

Different for women? The challenges of doctoral studies

Different for women? The challenges of doctoral studies

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Conceptualising Doctoral Writing as an Affective-political Practice

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