Retaining Respect as a Scholar While Pregnant: Experiences of Pregnant Doctoral Students

Autor/inn/en	Mirick, Rebecca G.; Wladkowski, Stephanie P.
Titel	Retaining Respect as a Scholar While Pregnant: Experiences of Pregnant Doctoral Students
Quelle	In: Journal of Women and Gender in Higher Education, 16 (2023) 4, S.239-260 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mirick, Rebecca G.) ORCID (Wladkowski, Stephanie P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-9112
Schlagwörter	Pregnant Students; Doctoral Students; Gender Issues; Student Experience; Career Development; Interpersonal Relationship; Productivity; Educational Policy; Professional Development; Emotional Experience + Suchen Sie Ihr Suchwort? Studium mit Kind; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Geschlechterfrage; Studienerfahrung; Berufsentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Produktivität; Politics of education; Bildungspolitik
Abstract	Using Acker's theory of gendered organizations, this study explored the experiences of pregnant doctoral students, the organizational processes that influenced their experiences, and the ways students perceived pregnancy impacting career development and trajectory, if at all. Using a mixed methods survey of women who were pregnant during their doctoral program (n = 733), the study found that 52% of participants reported that being pregnant as a doctoral student impacted their academic career. Participants identified the following themes as challenges with being a pregnant doctoral student: negative interpersonal interactions; decreased productivity; organizational policies, procedures, and supports; fewer professional development opportunities; and the emotional impact of being pregnant as a doctoral student. These findings illustrate the ways that organizational processes sustain gender inequities in doctoral programs by decreasing professional development opportunities, negatively impacting mentoring relationships, and causing emotional distress. Policy and practice implications for programs and universities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01