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Career prospects are a motivating factor for entry and retention of doctoral students, especially in the discipline of engineering. While doctoral student training provides them with highly specialized skills to be an independent researcher, they may not have the requisite skills or guidance to secure the job position of their choice. Therefore, it is important to provide doctoral students with opportunities, training, and information (i.e., resources) about different types of careers to not only ensure they are productive contributors of teaching and research, but also equip them for future career prospects. Research techniques based upon in-depth narrative interviews and combining research with action were used to explain how doctoral students develop and fit in with their intended careers and was used to explore what supports and challenges contribute to their intended career paths. Analysis of the data revealed three themes: (1) Engineering Doctoral Identity; (2) Engineering Doctoral Skill Development; and (3) Time. Research emerged as central to engineering doctoral identity and was reinforced by ‘Insiders’, or people who had a Ph.D. in engineering. Insiders’ and doctoral students’ value of research came at the cost of relatively devaluing other skills (e.g., teaching) and associated career resources. These students had to consider and compromise how they fit within an engineering doctoral identity that is premised on research. This negotiation influenced the skills they developed and how they crafted tactics to acquire necessary skills for future careers. At the same time, participants were struggling to cope with immediate demands of their study while also working towards future career goals. Participants struggled to optimize their time, and in response utilized “Time Adaptive Tactics” such as flexibility, networking, and leveraging career resources. Engineering doctoral student and university staff perceptions of career resources were compared against each other which revealed that students utilize resources based upon a hierarchy that considers how specific and close in time and location those resources are. Whereas staff believed their resources were beneficial regardless of these factors. Additionally, the career resources that participants used were influenced by Insiders and how they implicitly showed they valued those resources.

Beginning with the understanding that minority students are often underrepresented in STEM doctoral programs despite their growing proportions in the population, this study provides a description of selected minority doctoral students' experiences in STEM programs. Specifically, this study examines the influence financial support and relationships with faculty advisors and doctoral peers have on doctoral students' experiences and progress. Data for this research were obtained from 13 minority respondents enrolled during spring, summer, and fall 2009 and 73 majority respondents who provided some comparisons and contrasts. The participants were all Ph.D. students from several STEM programs at a research university in the Midwest. Findings from this study suggest that financial support of doctoral students through fellowships and research/teaching assistantships enables students to interact closely with their faculty and their peers and consequently become integrated into the social and academic systems of their programs. Further, through their experiences in teaching and research minority students report acquiring skills and competencies useful not only for graduate school success (e.g. time management; course reading; dissertation writing) but also for successful transition into their respective professions and careers. Funding takes a different form and plays a different role in shaping students' positive experiences in each of the three stages of doctoral study: fellowships during a student's transition year(s), teaching/research assistants during the middle years, and fellowships during the final year(s). Students reported that this sequence of funding supports successful transition into the doctoral program, development of academic and professional competencies during the middles years, and successful doctoral completion during the final year. Faculty-student relationships are important in socializing minority doctoral students into their disciplines and professions. Faculty advisors and mentors are especially important in developing students' academic competencies as well as in preparing them for their professions. In addition, faculty-student relationships characterized by faculty availability, approachability, interest in developing students' academic and professional competence, and support and encouragement are important, perhaps especially so in the absence of mentoring by faculty of color. Peer to peer interactions primarily offer academic combined with social support. Further, interactions and group dynamics among minority students and their transition into PWI doctoral programs seem to be affected by their undergraduate educational backgrounds.

The purpose of this study was to conduct an oral history of the lived experiences of nine African American doctoral recipients from 1970 to 1980, an era on the heels of the Civil Rights Act of 1964, the Higher Education Act of 1965, and the beginning of Affirmative Action in admission policies of Predominantly White Institutions (PWIs). This study comprised of six males and three females, who self-identified as African American and received their doctorate degree between 1970 and 1980. Eight of the nine participants’ college of origin was an HBCU, however all of the nine participants graduated with doctorates from PWIs. The data collection methods used for this qualitative study were biographical questionnaires and face-to-face interviews, which utilized semi-structured questions. The data analysis approach was coding categories that aided with sorting the data. Critical race theory (CRT) was used as the theoretical framework for this study. CRT was employed to analyze the lived experiences of these nine participants within American institutions such as K-12 schools, and colleges and universities. The findings revealed that race and racism played a role in the daily decision-making process of the participants, although it did not prevent these nine African Americans from receiving the doctorate degree. This study presented counterstories told by a group of scholars who are depicted as being on the margin of society. It is crucial that the voices of those on the margin of society are included in the history of higher education. These scholars’ stories will contribute to the gap in the literature regarding African American doctoral recipients from 1970 to 1980. This study offers a profound story of the lived experiences of nine African American doctoral recipients during a period of vast social changes in American society. / Access to thesis permanently restricted to Ball State community only. / Department of Educational Studies

The purpose of this research is to explore the experiences of Black doctoral degree holders’ interactions with their White professors in a Marriage and Family Therapy (MFT) program. There are a number of studies on the effectiveness of White professors and Black graduate students, but few focus specifically on the field of Marriage and Family Therapy. This study employed existential phenomenological methodology to examine Black MFT doctoral degree holders’ perceptions of their White professors. The experiences of six Black doctoral degree holders who attended COAMFTE-accredited programs were examined. The process involved an in-depth semi-structured interview. The study also revealed five major themes describing the meanings of Black doctoral degree holders’ experiences. These five areas of concern were: Perceptions of world: The program; Perception of others: White Professors; Perception of self: Participation; Perception of self: Participants; Implications for Black students; and Implications for White professors. The study suggests implications for future research on the lives of doctoral students, specifically, Black doctoral students’ who are enrolled in marriage and family therapy programs. Recommendations are offered on improving future interactions between Black students and White Professors based on changes by MFT programs, White professors, and Black doctoral students.

abstract: A defining feature of many United States (U.S.) doctoral engineering programs is their large proportion of international students. Despite the large student body and the significant impacts that they bring to the U.S. education and economy, a scarcity of research on engineering doctoral students has taken into consideration the existence of international students and the consequential diversity in citizenship among all students. This study was designed to bridge the research gap to improve the understanding of sense of belonging from the perspective of international engineering doctoral students. A multi-phase mixed methods research approach was taken for this study. The qualitative strand focused on international engineering doctoral students’ sense of belonging and its constructs. Semi-structured interview data were collected from eight international students enrolled at engineering doctoral programs at four different institutions. Thematic analysis and further literature review produced a conceptual structure of sense of belonging among international engineering doctoral students: authentic-self, problem behavior, academic self-efficacy, academic belonging, sociocultural belonging, and perceived institutional support. The quantitative strand of this study broadened the study’s population to all engineering doctoral students, including domestic students, and conducted comparative analyses between international and domestic student groups. An instrument to measure the Engineering Doctoral Students’ Quality of Interaction (EDQI instrument) was developed while considering the multicultural nature of interactions and the discipline-specific characteristics of engineering doctoral programs. Survey data were collected from 653 engineering doctoral students (383 domestic and 270 international) at 36 R1 institutions across the U.S. Exploratory Factor Analysis results confirmed the construct validity and reliability of the data collected from the instrument and indicated the factor structures for the students’ perceived quality interactions among domestic and international student groups. A set of separate regression analyses results indicated the significance of having meaningful interactions to students’ sense of belonging and identified the groups of people who make significant impacts on students’ sense of belonging for each subgroup. The emergent findings provide an understanding of the similarities and differences in the contributors of sense of belonging between international and domestic students, which can be used to develop tailored support structures for specific student groups. / Dissertation/Thesis / Doctoral Dissertation Engineering Education Systems and Design 2020

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