Inequality and Doctoral Education: Exploring the "Rules" of Doctoral Study through Bourdieu's Notion of Field

Autor/in	Gopaul, Bryan
Titel	Inequality and Doctoral Education: Exploring the "Rules" of Doctoral Study through Bourdieu's Notion of Field
Quelle	In: Higher Education: The International Journal of Higher Education Research, 70 (2015) 1, S.73-88 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-014-9824-z
Schlagwörter	Graduate Study; Social Theories; Equal Education; Qualitative Research; Graduate Students; Engineering Education; Philosophy; Success + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Gesellschaftstheorie; Qualitative Forschung; Graduate Study; Student; Students; Studentin; Ingenieurausbildung; Philosophie; Erfolg
Abstract	While studies have examined a myriad of issues in doctoral study, much of this research has not employed the tools of major social and cultural thinkers to the dynamics of doctoral education. This paper explores the use of Bourdieu's notion of field to render visible the practices and contexts of doctoral education that produce inequalities across doctoral students. This qualitative study with 15 doctoral students in Engineering and in Philosophy demonstrated that these inequalities related to conflicted and codified rules of success within doctoral study, and students' struggle to understand these rules, and then act in ways that enable students' success in doctoral education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01