Doctoral Women: Managing Emotions, Managing Doctoral Studies

Autor/inn/en	Aitchison, Claire; Mowbray, Susan
Titel	Doctoral Women: Managing Emotions, Managing Doctoral Studies
Quelle	In: Teaching in Higher Education, 18 (2013) 8, S.859-870 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2013.827642
Schlagwörter	Doctoral Programs; Womens Education; Females; Graduate Students; Emotional Response; Family Relationship; Writing (Composition); Foreign Countries; Student Behavior; Interviews; Student Experience; Supervisors; Australia + Suchen Sie Ihr Suchwort? Doktorandenprogramm; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Emotionales Verhalten; Schreibübung; Ausland; Student behaviour; Schülerverhalten; Interviewing; Interviewtechnik; Studienerfahrung; Australien
Abstract	This paper explores the experiences of women doctoral students and the role of emotion during doctoral candidature. The paper draws on the concept of emotional labour to examine the two sites of emotional investment students experienced and managed during their studies: writing and family relationships. Emotion is perceived by many dominant stakeholders as soft, subjective and an impediment to acquiring objective knowledge. The importance of emotion is under recognised. When it is discussed, the role of emotion in the doctoral undertaking is often subsumed in the passionless language of bureaucratic rationalisation and economic imperatives. This paper builds on a growing literature that examines students' emotions and doctoral candidature. It draws on the experiences of women undertaking their doctoral studies at a large metropolitan university in Sydney, Australia, to show first, how emotional labouring can enable students to channel emotions towards productive behaviours that can contribute to successful doctoral candidature, and second, that studies that attend to emotion offer more nuanced insights into students' experiences during the doctoral undertaking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10