Literaturnachweis - Detailanzeige
| Autor/inn/en | Crum, Cindy Bagwell; Franklin, Kathy K. |
|---|---|
| Titel | An Exploration of Mentoring Female Graduate Students in Southern Metropolitan Universities. |
| Quelle | (2002), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Electronic Mail; Females; Graduate Students; Graduate Study; Mentors; Phenomenology; Student Attitudes; Student Surveys |
| Abstract | The purpose of this study was to explore female students perceptions about research while enrolled in a graduate program. In the Husserlian phenomenological tradition (E. Husserl, 1859-1938), a theoretical framework was developed from extent literature a priori to inform the parameters of the study. The phenomenologist used a computer-mediated focus group method of inquiry to expand on previous studies and confirm the a priori theory. The computer-mediated focus groups, which involved about 15 graduate students, were conducted by means of the Internet via WebCT in an asynchronous discussion format. Following a 1-week pilot study, the researcher engaged the participants in a 4-weel electronic discussion about research. To analyze the data, the researcher coded data into predetermined coding categories based on the literature, merged the codes into themes with common attitude threads, and combined the themes into patterns representing the theoretical constructs. The resulting theoretical framework was divided into three sections labeled research barriers, supports, and solutions. Research barriers included the dissertation process, time management, family commitments, and ethics. Included as research support were mentoring,field research experience, and resources. Research solutions were described as restructuring the dissertation process, choosing dissertation committee members and chair wisely, and having mentors. (Contains 64 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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