Profile of the nontraditional doctoral degree student

Abstract

What type of individual pursues a nontraditional doctoral degree? Although answering this question is the main purpose of this chapter, there is an underlying story that provides context for how and why these individuals came to pursue a doctoral degree. The tremendous growth in the number of doctoral students and doctoral degree-granting institutions over the last fifty years signals a significant change in the nature of the degree and those who pursue it. Historically, the doctoral degree and the power that comes with it were available only to a few privileged, primarily white men. Today, access to doctoral programs has opened up and doctoral degrees are increasingly being earned by women and people of color. This shift has enriched individuals, society, and the world of work.

Does Family Matter? A Phenomenological Inquiry Exploring the Lived Experiences of Women Persisting in Distance Education, Professional Doctoral Programs

“…This was not surprising given that the population sampled was primarily heterosexual and married. This is also consistent with what is known about the doctoral population; they are women, married, and have children (Offerman, 2011).…”

Making the invisible visible: M/others of color in graduate school

“…As a whole, all of the working m/others of color who participated in this study were between the ages of 30 and 44. The age range of the working m/others of color in this study were slightly older, between 35-39 years old which was slightly older than what Offerman (2011) found regarding nontraditional graduate students who were generally described as older, on average 33 years old.…”

“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time

“…Offerman (2011) confirms that “the experience that [part-time] students bring into the program can be an asset for students and faculty in allowing for direct linkage of program content to the students’ work” (p. 24). Research establishes that part-time students may have a different experience from full-time students as time constraints tend to prevent them from fully investing in preliminary and later stage socialization into academia (Gopaul and Gardner, 2014); however, the difference might provide benefits that complement what full-time doctoral students have to offer to a university as their professional contexts might facilitate deeper investment in the practical world that allows research and practice to richly intertwine.…”