Persistence Personified: Understanding the Experiences of Female First-Generation Doctoral Students

Autor/in	Kohler, Stacey L.
Titel	Persistence Personified: Understanding the Experiences of Female First-Generation Doctoral Students
Quelle	(2023), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-4041-8
Schlagwörter	Hochschulschrift; Dissertation; First Generation College Students; Females; College Graduates; Doctoral Programs; Social Capital; Cultural Capital; Socialization; Student Experience; Doctoral Students; Student Adjustment; Student Attitudes; Social Support Groups; Resilience (Psychology); Academic Persistence; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliches Geschlecht; Hochschulabsolvent; Hochschulabsolventin; Doktorandenprogramm; Sozialkapital; Socialisation; Sozialisation; Studienerfahrung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Adjustment; Adaptation; Schülerverhalten; Social support; Soziale Unterstützung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The challenges facing first-generation college students are well-documented in the literature, but interestingly, outcomes-based literature for this population is limited. Overall, first-generation college graduates are less likely to enroll in graduate study. Specifically, female first-generation college graduates are less likely than males and female continuing-generation college graduates to enroll in doctoral programs (Holley & Gardner, 2012; Nettles & Millett, 2006). Further limited research is available that describes the experiences of female first-generation college graduates that have navigated the educational pipeline to the doctorate. Using theories related to social and cultural capital and graduate student socialization processes as a framework, this study demonstrates how female first-generation doctoral students continue to accrue the necessary forms of capital throughout their educational journeys. A narrative inquiry approach was used to answer following research questions: (1) What are the experiences of female first-generation students in their doctoral programs? (2) How do female first-generation doctoral students accrue the capital necessary to navigate the demands of doctoral studies to become scholars and practitioners? (3) How do female first-generation doctoral students describe the socialization processes of their respective programs? The experiences of participants were marked by an initial Difficult Adjustment to Doctoral Program (Theme 1) and largely described as an Emotional Rollercoaster (Theme 2). Participants shared stories of Grit and Perseverance (Theme 3) by overcoming obstacles throughout the course of their studies. Participants chronicled how they were able to accrue capital by Relying on Resourcefulness (Theme 4) and Building a Network of Support (Theme 5), thereby fostering resiliency to persist towards degree completion. Lastly, the impact of Relationships with Advisors/Chairs/PIs (Theme 6), Sense of Belonging/Community (Theme 7), and Managing Imposter Syndrome (Theme 8) on the socialization processes of participants was clear. Results inform future research and faculty that work with first-generation doctoral students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01