Type of Document Dissertation Author Thibodeaux, Angele Marie URN etd-0123103-183035 Title A Critical Analysis of Female Doctoral Student Advisement: Implications for Program Satisfaction Degree Doctor of Philosophy (Ph.D.) Department Educational Leadership, Research and Counseling Advisory Committee
Advisor Name Title Eugene Kennedy Committee Chair Earl Cheek Committee Member Jan Hinson Committee Member Marrieta Del Favero Committee Member Pamela Monroe Dean's Representative Keywords
- doctoral mentors
- female doctoral students
- doctoral advisement
Date of Defense 2002-11-05 Availability unrestricted AbstractThe purpose of this study was to seek a greater understanding of the female doctoral student experience. In particular, the emphasis of this study is on exploring the dynamics and consequences of the advisor/advisee relationships that female doctoral students experience.
This study was designed to address the role of ethnicity and gender in: (a) the selection of an advisor; (b) the quality and characteristics of the advisor/advisee relationship; (c) the impact of the advisor/advisee relationships on program satisfaction; and (d) the impact of external factors on the advisor/advisee relationship and academic experience of female doctoral students.
To accomplish this goal, qualitative methods were utilized to study the advisor/advisee relationship experiences of six doctoral students.
Results of this study suggest female doctoral students may become disillusioned with their progress or feel the weight of external factors bearing down on their progress. Students managing effective relationships with theirs advisors shared these feelings with their advisors. It appears open communication can make a tremendous difference in the type of advisement experience a female doctoral student shares with her advisor
The participants of this study suggest graduate advisors should expect the most from female doctoral students, but refrain from exerting their values and beliefs academically, professionally, or personally upon them. These female doctoral student participants hold their advisors in high esteem and regard. All study participants seem to subscribe to the belief that advisors can make or break them. This study suggests the ultimate advisement goal these female doctoral student participants have with regard to their advisee/advisee relationship is that their advisors not break them, while they are making them or help to put them back together if they do break their spirits during the doctoral process.
This study also suggests that graduate school and academic departmental administrators have a unique responsibility with regard to doctoral student advisement. Participants suggest it would be beneficial to have a systematic opportunity for doctoral students to acquire an appropriate advisor.
These experiences though singularly unique are collectively powerful in providing an increased understanding of the shared essence of female doctoral students existing within academia today.
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