Surviving the Doctoral Years

Kerlin, Scott P.

doi:10.14507/epaa.v3n17.1995

Cited by 8 publications

(6 citation statements)

References 20 publications

(29 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Student concerns include the quality of student and faculty relationships, mentorship needs, insecurities about academic capabilities, and negotiating the spoken and unspoken norms of the discipline or department (Anderson & Swazey, 1998;Appel & Dahlgren, 2003;Austin, 2002;Golde, 1998;Kerlin, 1995;Seagram, Gould & Pyke, 1998;Weidman & Stein, 2003). Doctoral study has been described as a multidimensional and transformative process of personal and professional growth for nurses (Heinrich, 2000;Heinrich, Rogers, Haley, & Taylor, 1997;Kenty, 1995).…”

Section: Literature Reviewmentioning

confidence: 99%

The Experience of Nurse Faculty Members Enrolled in Doctoral Study

Lee¹

2009

IJDS

View full text Add to dashboard Cite

The focus of this paper is to describe the results of a study that examined the experience of nurse faculty members pursuing a doctoral degree. Influential factors in the student experience are identified from the student perspective and student recommendations for supportive practices are shared. Two hundred and seventy-seven nurses participated in a web-based survey. Participants described the rewards and challenges inherent in graduate study. Key enhancing and detracting factors were career goals and multiple life responsibilities, respectively. Primary recommendations for workplace support were adjustments in role responsibilities. The key recommendation to doctoral programs was for student centered program and course planning. This study contributes to our understanding of the doctoral student experience and can serve to guide the development of quality practices.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

The Experience of Nurse Faculty Members Enrolled in Doctoral Study

Lee¹

2009

IJDS

View full text Add to dashboard Cite

show abstract

“…An academic hierarchy dictates where prospective graduate students can and cannot enter all disciplines and professions (Kerlin, 1995a(Kerlin, , 1995b. An academic hierarchy dictates where prospective graduate students can and cannot enter all disciplines and professions (Kerlin, 1995a(Kerlin, , 1995b.…”

Section: Diversitymentioning

confidence: 99%

2001

ASHE-ERIC High. Edu. Rept.

View full text Add to dashboard Cite

“…Academic socialization is often experienced less positively by females (Kerlin, 1997;Kerlin, 1995;Kurtz-Costes, Helmke, Ule-Steiner, 2006). The problematic gendered academic socialization experiences of females include, a.…”

Section: Aggregated Values Data and Low Values Focusmentioning

confidence: 99%

“…educational leadership course syllabi devote little attention to gender issues, (Hess & Kelly, 2004 ;Nicholaides & Gaynor, 1992), b.) gender equity, social justice and diversity topics are poorly represented in educational leadership journals (Murphy & Vriesenga, 2004), c.) educational leadership students report little gender discussion in their programs (Iselt, Brown & Irby, 2001 ;Lugg, 2003 ;Skrla, Reyes & Scheurich, 2000), d.) doctoral students report negative and gendered academic socialization experiences (Kerlin, 1997 ;Kerlin, 1995 ;Kurtz-Costes, Helmke, Ule-Steiner, 2006) and e.) educational leadership faculty often report that conversations in their departments about gender or race issues are infrequent and unproductive (Rusch, 2004) and f.) doctoral educational leader preparation and evaluation research is scanty Levine, 2005;Murphy & Vriesenga, 2006;Nicholaides & Gaynor, 1992).…”

Section: Research Recommendation: Low Prevalence Of Gender Focusmentioning

confidence: 99%

Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis

Нелли¹

2000

View full text Add to dashboard Cite

Organization of the Study 2. Review of Literature Values in Educational Leadership Programs Aggregated values data and low values focus Gender equity values: Doctoral socialization Gender equity values: Educational leadership programs Perceptions on salience of gender equity values Challenges to supporting gender equity values Research Recommendation: Institutional focus variation Research Recommendation: Gender institutional research References Appendices Appendix A. Tetreault Coding Rubric Appendix B. Coding Dictionary This study will examine gender focused Ed.D. dissertation scholarship from U.S. public doctoral granting institutions between 1998-2007, as indicated by the dissertation title. Feminist content analysis will be utilized as a conceptual framework and research methodology to examine the gender consciousness, cultural beliefs and gender conceptualization of future educational leaders as represented in a key textual culminating artifact of doctoral study, the Educational Doctorate (Ed.D.) dissertation. Research Questions This inquiry into the values, beliefs and commitments of future educational leaders will focus on two questions, 1.) How prevalent is gender focused inquiry in recent Ed.D. dissertation scholarship, from 1998-2007? 2.) What are the cultural GENDER REPRESENTATIONS IN ED.D. DISSERTATIONS 4 gender beliefs and gender conceptualizations represented in Ed.D. dissertation scholarship from 1998-2007?

show abstract

Surviving the Doctoral Years

Cited by 8 publications

References 20 publications

The Experience of Nurse Faculty Members Enrolled in Doctoral Study

The Experience of Nurse Faculty Members Enrolled in Doctoral Study

Table of Contents

Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis

Contact Info

Product

Resources

About