Exploring Persistence, Challenges, and Barriers of Doctoral Students
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Edward C Fletcher
The purpose of this study was to describe the meaning doctoral candidates ascribed to their persistence in doctoral programs despite challenges they experienced impeding a timely completion of their dissertations. Participants were six doctoral candidates (four women, two men) who had not yet completed a dissertation research proposal. This phenomenological study was situated in the theoretical framework of legitimate peripheral participation (Herzig, 2002) and a model of doctoral persistence (Tinto, 1993). The data sources were a demographic questionnaire and interviews (Seidman, 1998). Using thematic content analysis (Boyatzis, 1998) the following recurrent themes emerged: (a) community lacking, which exposes a lack of perceived sense of community in the candidates' academic programs; (b) inert relationships, which exposes a lack of meaningful relationships with academic advisors; and (c) loss of momentum in completing their dissertations. The findings highlight the need for programmatic initiatives that enhance future doctoral preparation.
©2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston
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Articles in the same Issue
- Executive Editors' Comment
- Leadership in Education and the "Vision" Thing!
- Article
- Raising Awareness about Latin American/Latino Cultural Heritage through an Online Course
- Eighth Grade Mathematics Achievement Gaps across Race, Ethnicity, and Gender
- Practical Considerations for Working with Latino and Asian American Students and Families
- Exploring Persistence, Challenges, and Barriers of Doctoral Students
- Teachers' Support Strategies for Lower Achievers in Basic School in Ghana
- Culturally Responsive Social Skills Instruction for Adolescent Black Males
