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This study explored the motivations of six female doctoral students in education to examine why they were entering higher education. The students were all doctoral candidates in the Department of Educational Curriculum and Instruction at Texas A&M University. Participants related, in their own words, the experiences that led them to pursue higher education. The interviews followed a protocol established for the study and results were subject to member checks and content analysis. Findings included the following: (1) none of the participants thought of the world of academia as male dominated; (2) all participants had experience working in public education; (3) two of the six were happy with the positions they had been in before they returned to Texas A&M and four had been dissatisfied either because their career demanded skills they felt they needed to acquire or teacher burnout; (4) individual circumstances for each student led them to pursue a doctoral degree including the doctoral degree as a long-standing career goal, convenience with regard to family demands, or professional connections; (5) most felt they were not appreciated for their work as teaching or research assistants; and (6) nearly all planned to continue their careers working in higher education. (JB)

Descriptors: Academic Aspiration, Case Studies, Doctoral Degrees, Females, Graduate Students, Graduate Study, Higher Education, Student Attitudes, Student Characteristics, Student Motivation, Teacher Educator Education

Autor: Desiderio, Mike

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8005&id=ED386094

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