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Reconceptualization Of Academic Literacy Socialization In An Intercultural Space: A Micro-Ethnographic Inquiry Of First Year Multilingual Doctoral Students In The U.SSeloni, Lisya 17 October 2008 (has links)
No description available.
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An Interactional Ethnographic Study on Tensions in Learning Qualitative Research in Doctoral EducationMitchell, Megan K. 01 January 2024 (has links) (PDF)
In this Interactional Ethnographic study, I explored tensions of learning qualitative research in doctoral education. Focusing on a doctoral introductory qualitative research class, I sought to understand how tensions influenced the learning process and knowledge construction. Conceptualizing the class as a languaculture (Agar, 1994) where students and the professor co-construct particular ways of interacting, through participant observation I studied instructional interactions among class members and engaged students in conversations about their experiences with learning research. Utilizing video and audio records, artifacts, and interviews, I explored how tensions were co-constructed by students and the professor of the class and in what ways they were influential to students' learning.
The four tensions co-created by class members were Conceptual, Facing Affective States, Utilizing Creativity, and External tensions. These tensions impacted learning through Struggling, Pushing-Back, Reflecting, and Making Connections. I also discovered cyclical, recurring, and interconnected cause-effect relationships between tensions and their impacts on learning. Focusing on insider points-of-view and discursive construction of common language and meanings, I discussed how tensions in doctoral education can benefit student development and research pedagogies. Implications for practice include the intentional use of reflexivity and creativity in practice-based qualitative research course design. Recommendations for future research include additional ethnographic studies examining socialization processes across qualitative classrooms within the university for a comparative approach to how tensions are influential to doctoral student learning. Recommendations for future research also include a focus on tensions in teaching qualitative research in doctoral education.
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Examining the experiences and perceptions of Latino males pursuing a PhD in the social sciences/humanities at a predominately White, research-intensive, public universityGonzalez, Manuel Antonio, IV 01 July 2014 (has links)
The struggles of Latino males along the education pipeline have been well documented in recent history. Despite this increased research focus, gaps continue to exist in the literature on Latino males in education settings. Currently, the literature predominately centers on the Latino male experience in the K-12, community college, and 4-year college environments. The educational experiences of Latino males in doctoral education settings have not yet been presented. This study examines and provides insight into the Latino male doctoral student journey by detailing Latino male doctoral student experiences and perceptions at a predominately White, research-intensive, public university. In light of the deficit model research surrounding men of color, it is imperative to present the narratives of successful, high achieving Latino males along their pursuit of a doctoral degree. This study critically examines the experiences and perceptions of Latino males in pursuit of a PhD within the humanities or social sciences at a predominately White, research-intensive, public university. The mission of the study was to shed light on thematic influences, factors, and emotions that led these individuals to take interest and pursue a doctoral degree. The study's findings are presented under the lens of Latino critical race theory and gender role conflict in order to develop a thorough understanding of the internal and external influences on the Latino male doctoral student experience. My dissertation's unique contributions are its addition of the Latino male doctoral student experience to the literature on Latino males in educational contexts. Furthermore, this study's unique contributions include a new perspective on how Latino males perceive their gender roles and responsibilities as successful doctoral students. The Latino male doctoral students in this study displayed resilience during moments of vulnerability and embrace responsibility during challenging circumstances. These actions were efforts to maintain control of their doctoral education experience and to create a new image for Latino masculinity. As the findings indicate, the Latino male doctoral student experience at a large predominately White, research-intensive, public university is filled with complexity, adversity, and determination. / text
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Contesting the Culture of the Doctoral Degree: Candidates' Experiences of Three Doctoral Degrees in the School of Education, RMIT UniversityMaxwell, Judith Margaret, judy.maxwell@rmit.edu.au January 2009 (has links)
This study is situated within a context of the changing role and value of the university, particularly in terms of a renewed focus on the importance of 'practical' research. It seeks to explore candidates' experiences of the culture of three doctoral research degrees in the School of education, RMIT University. The degrees in question are the Doctor of Philosophy by thesis, the Doctor of Philosophy by project and the Doctor of Education. The research sought to problematise and contest current understandings of doctoral candidates' experiences by highlighting complexities in the process and identifying differences and similarities between each of the three degrees. The main research question is 'How do candidates perceive the respective cultures of traditional, practice-based and professional doctoral education?' A nested, multiple-case study of the three doctoral modes was used to address three sub-questions, which focused on the norms and practices of candidates ; the extent to which their needs and expectations were met; and differences in their notions of research and practice. Differences and similarities between the degrees are analysed, leading to answers to the fourth sub-question which sought to identify what can be learned in terms of supervisor pedagogy and learning support. The research design was underpinned by a Bourdieuian epistemology and a critical theoretical perspective. Bourdieu's theory of practice with its conceptual tools of habitus, field, capital, agent and practice allowed analysis of candidates' experiences and the doctoral structures within which their practice resides through one critical lens. The data revealed many issues common to all doctoral programs. These include the importance of understanding the various habitus' and relative amounts of cultural capital of candidates, and the impact of a perceived lack of learning community. Other findings related to ambivalence regarding the types of cultural and social capital appropriate for do ctoral candidates not aiming to work in an academic environment where these are in conflict with the workplace. Three meta-themes were developed: tensions between and within the field; challenges to autonomous principles; and the importance of habitus and cultural capital in doctoral study. The study added to the literature aimed at increasing understanding of candidates' trajectories toward success in the doctoral field, thereby informing supervisor and learning support pedagogy. Five recommendations were proposed, aimed at producing a vibrant doctoral learning community with a deeper understanding of candidates' issues.
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Managing academic and personal life in graduate studies : an interactive qualitative analysis of graduate student persistence and transformationWinston, Rachel Anne 17 November 2011 (has links)
This study examines the impact of academic and personal life on graduate student persistence and transformation. Of particular interest are the relationships, emotions, and life management skills required throughout the graduate experience and how socialization, emotional intelligence, and advising aid students through their academic program. With an average of seven to eight years required to complete a doctoral program, life happens. Students enter and leave relationships, children are born, family members have emergencies, health issues arise, and emotional growth takes place. Therefore, students transform not only academically, but in many ways. These are intertwined as evidenced by the data-derived system representation. The importance of understanding the interconnected links in graduate experience spans academic, social, economic, and societal spheres.
Each year hundreds of thousands of students enter graduate school. However, for doctoral students, there is an enormous gap between acceptance and completion. After seven years, approximately 50 percent complete their program and after ten years the rate climbs to only 57 percent (Council of Graduate Schools, 2010). This study offers a systemic representation and a four-stage model of graduate student development, incorporating student-identified factors: Faculty Impact, Life Management, Relationships, Playing the Game, Growth/Transformation, Emotions, and Reward/Purpose.
Stage I: Orientation and Socialization
Stage II: Adjustment and Transition
Stage III: Navigation and Transformation
Stage IV: Completion and Advancement
The results, presented as a systems-based model, along with analysis, may be used to support faculty, advisors, and administrators in creating better advising, orientation, evaluation, and support systems. Departmental policies may be improved to identify at-risk students, provide mentorship opportunities, or obtain continual feedback to understand the underlying factors that may stop students from progressing. This research might also help identify students during the application/admission process.
The methodological framework used to create the system produced in this study is Interactive Qualitative Analysis (Northcutt & McCoy, 2004), a methodology that provides the quantitative rigor of algorithmically generated data analysis, combined with the qualitative descriptiveness of interviews, in order to provide insights into the drivers of graduate school persistence. This methodology uses a systematic, protocol-driven research procedure to construct a unified, descriptive diagram to illustrate the phenomenon. / text
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Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' ExperiencesCheng, Ying-Hsueh 29 August 2013 (has links)
No description available.
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Educating Across Difference: Underrepresented Groups, Graduate Program Integration, and Persistence-Related Attitudes among Clinical Psychology Doctoral StudentsHamilton, Rachel Ann 31 July 2009 (has links)
No description available.
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Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case StudySong, Sun Yung 02 June 2014 (has links)
No description available.
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Educating across difference underrepresented groups, graduate program integration, and persistence-related attitudes among clinical psychology doctoral students /Hamilton, Rachel Ann. January 2009 (has links)
Thesis (M.A.)--Miami University, Dept. of Psychology, 2009. / Title from first page of PDF document. Includes bibliographical references (p. 70-79).
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Standing On Shoulders: A Narrative Inquiry Examining the Faculty Mentoring Experiences of Black Women in a Doctoral ProgramAllen, Krystal N. 17 April 2018 (has links)
No description available.
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