STEM Doctoral Student Agency Regarding Funding

Autor/inn/en	Borrego, Maura; Choe, Nathan Hyungsok; Nguyen, Kevin; Knight, David B.
Titel	STEM Doctoral Student Agency Regarding Funding
Quelle	In: Studies in Higher Education, 46 (2021) 4, S.737-749 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Borrego, Maura) ORCID (Choe, Nathan Hyungsok) ORCID (Nguyen, Kevin) ORCID (Knight, David B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1650737
Schlagwörter	STEM Education; Doctoral Students; Personal Autonomy; Paying for College; Financial Support; Teaching Assistants; Student Financial Aid; Research Assistants; Career Development; Student Attitudes; Faculty Advisers; Goal Orientation + Suchen Sie Ihr Suchwort? STEM; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Individuelle Autonomie; Studienfinanzierung; Finanzielle Förderung; Finanzielle Beihilfe; Studienförderung; Forschungspersonal; Berufsentwicklung; Schülerverhalten; Zielorientierung; Zielvorstellung
Abstract	This study explores STEM doctoral student agency with respect to funding as it relates to degree completion and career preparation. We interviewed 39 graduate students in chemistry, physics, and engineering at two large, public, research-intensive institutions in the USA. Although STEM doctoral students have a high expectation of full funding, instability of funding and unavailability of desired funding types limit the agency of some students. When several types of funding are available, advisors can encourage student agency in pursuing opportunities to gain skills or networking connections through teaching assistantships, research assistantships, or internships. However, students were not able to articulate specific ways that assistantships prepared them for nonacademic positions, which is an important direction for future work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01