International Journal of Doctoral Studies最新文献

{"title":"Meaningful or Meaningless? Organizational Conditions Influencing Doctoral Students’ Mental Health and Achievement","authors":"F. Tommasi, Ferdinando Toscano, Davide Giusino, Andrea Ceschi, R. Sartori, Johanna Lisa Degen","doi":"10.28945/5011","DOIUrl":"https://doi.org/10.28945/5011","url":null,"abstract":"Aim/Purpose: This paper presents a quantitative investigation of the organizational factors predicting the attrition of doctoral students’ experience of meaning and how meaningful experience and meaningless work affect doctoral students’ mental health and achievements. Background: Today’s academic environment subsumes neoliberal principles of individualism, instrumentality, and competition. Such an environment can harm doctoral students’ meaningful experience. Universities’ market-driven practices, indeed, can lower doctoral students’ motivation and affect their mental health. Methodology: In this paper, we referred to empirical knowledge to identify the ways through which today’s academia erodes doctoral students’ meaningful experiences. We hypothesized that environmental sources of meaning (e.g., coherence, significance, purpose, and belonging) become subsumed under neoliberal principles of individualism, instrumentality, and competition. Lower levels of sources of meaning directly predict the experience of meaningless work, which is linked to higher levels of anxiety, depression, and intention to quit among doctoral students. We conducted a cross-sectional study on a sample of N = 204 doctoral students who volunteered to participate by completing a survey with self-reported measures. We analyzed data collected via structural equation modelling to test the associations among the variables. Contribution: The present paper represents one an attempt attempts to investigate doctoral students’ experience as subsumed to market-driven principles of the neoliberal ideology. Findings: Results of structural equation modelling show that higher levels of anxiety and depression symptoms and intention to quit are associated with the lack of external supporting factors (i.e., PhD support), the perception of broad-based managerial practices as meaningless and instrumental, and a general sense of emptiness at work (i.e., meaningless work). Ultimately, doctoral students may strive to have a meaningful experience in today’s academic environment. The experience of meaningless work leads to the risk of mental illness symptoms and quitting intention. Recommendations for Practitioners: This study suggests to practitioners to improve doctoral students’ well-being with multilevel interventions approach as well as including academic stakeholders to have broader practical implications. Recommendation for Researchers: For researchers, it is suggested to focus on the managerial and organizational conditions of the academic environment that influence the basis of doctoral students’ experience of doing a PhD. Impact on Society: This study affords society the importance of prioritizing the academic environment by looking at the meaning in work through the intersection of meaningful experience and meaningless work for doctoral students’ mental health and achievement. Future Research: Future research can consider the role of factors contributing to doctoral students’ me","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73069375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Doctoral Students’ Self-Study of Their Identity Development: A Thematic Review","authors":"Xingya Xu, M. Hjalmarson","doi":"10.28945/4965","DOIUrl":"https://doi.org/10.28945/4965","url":null,"abstract":"Aim/Purpose: Doctoral students’ experiences in PhD programs could be a journey of identity evolution. Existing research on doctoral students’ identities has typically been conducted by faculties. As the main character in the identity evolution process, it is critical to understand doctoral students’ interpretation of their own identities and identity development in PhD programs. The purpose of this paper is to examine how and what education doctoral students discovered when they used self-study and relevant qualitative methodologies (e.g., auto-ethnography) to investigate their identities and identity development through their own practices in PhD programs. Background: This research began as part of a larger project to synthesize studies on doctoral students’ identities. A cluster of articles was identified in which students were examining their experiences as developing individuals from the perspective of identities and identity development. In contrast to most of the previous research on doctoral education, this collection of articles was written by doctoral students as part of their academic and professional practice. Methodology: The larger qualitative systematic review (i.e., qualitative evidence synthesis) of doctoral students’ identity development began with database searches that were not restricted by year (e.g., PsycINFO, Education Research Complete, and Education Resources Information Center). Thirteen articles written by doctoral students discussing their identities and identity development in PhD programs were further identified from selected articles ranging from 2009 to 2021. These articles and their implications were analyzed using a qualitative research synthesis approach. Contribution: Although scholars have looked at doctoral students’ identities and identity development from various viewpoints, the current investigation deepens the understanding of this focus from doctoral students’ own perspectives. Doctoral students are trained investigators with research skills and mindsets. As novice researchers and educators, their open and honest reflections about their challenges, opportunities, and development are worthwhile to identify significant aspects of their identities and identity development in PhD programs. Findings: There are two dimensions to the findings: the Approach Dimension and the Content Dimension. The Approach Dimension is concerned with how doctoral students investigated their identities and identity development, whereas the Content Dimension is concerned with what they found. Findings in the Approach Dimension show that doctoral students applied the self-study inquiry approach or used the notion of self-study inquiry to interpret their identity and identity development. The self-study inquiry encompasses five main features, including (1) Self-Initiated and Focused, (2) Improvement-Aimed, (3) Collaborative/Interactive, (4) Reflective Data Collection, and (5) Exemplar-Based Validation. Doctoral students examine","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86308936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Evolution of Personal Frames of Reference: Metaphors as Potential Space","authors":"Aden-Paul Flotman, A. Barnard","doi":"10.28945/4919","DOIUrl":"https://doi.org/10.28945/4919","url":null,"abstract":"Aim/Purpose: The aim of this study was to explore the value of metaphors as part of a reflexive practice in the context of the evolving frame of reference journey of PhD students in a consulting psychology programme. Background: This study reports on the journey of how the personal frames of reference of PhD students in consulting psychology had evolved at a large open-distance and e-learning university in South Africa. As their respective journeys of becoming consulting psychologists unfolded, participants’ evolutionary journeys were viewed through metaphors. Few studies have investigated how metaphors could be used as a powerful evocative tool to go beyond the rational, conscious and sanitized responses of participants, to explore their underlying frames of reference by surfacing and eliciting implicit meaning. Methodology: This study was based on a hermeneutic phenomenological methodological stance and congruently employed principles of socio-analytic inquiry. The context of this inquiry was a PhD programme in consulting psychology presented at a large open-distance e-learning tertiary institution. Participants comprised ten PhD students. These students were required to engage in various self-reflective exercises throughout their first year, such as journaling and self-reflective essays. Their final exercise was to present their evolving frame of reference as a consulting psychologist, in the form of a visual or tangible metaphor. These final presentations became the protocols for hermeneutic phenomenological analysis in this study. Metaphors were selected through purposive sampling, and they became the “data sources” of the study. Contribution: The study contributes to the teaching of reflexivity in consulting practice. It has implications for the training of doctoral students by making a process available through which students and consultants could access and develop their personal frames of reference. The study shares valuable pedagogical and growth experiences from the perspective of the student in consulting psychology. The research advances the field of consulting psychology by introducing the notion of metaphors as potential space and stimulates further engagement in art-based qualitative inquiry from a socio-analytic stance. Findings: The findings suggest that metaphors have value because they create a connection to emotions, emotional processes and emotional work, facilitate the professional identity construction and reconstruction process and enable a shift from self-reflection to self-reflexivity. It is proposed that metaphors have the inherent capacity to act as potential space. Recommendations for Practitioners: Identity tensions could be alleviated through conscious identity work, when psychologists from different categories transition into consulting psychologists. We pose questions for practitioners to consider. Recommendation for Researchers: Doctoral programmes and research on doctoral studies should explicitly engage","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84331825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Identity Development of Asian International Doctoral Students at a Public University – A Reflexive Thematic Analysis","authors":"Trang-Nhung Pham","doi":"10.28945/5013","DOIUrl":"https://doi.org/10.28945/5013","url":null,"abstract":"Aim/Purpose: This study explores the development of academic identity among a group of Asian international doctoral students at a U.S. research university in various settings, including interacting with students and faculty members and reflecting on their personal journeys. Background: In 2020-2021, 132, 000 international doctoral students enrolled in U.S. universities – an increase of 71% since 2000. Despite this, relatively little is known about their academic identity development and how acculturative stress affects their academic growth. Methodology: A conceptual framework was constructed to integrate the concepts of acculturative stress and academic identity development. With the premise that academic identity development comprises three strands of intellectual, network, and institutional, the current framework conceptualizes the intersection of acculturative stress in all three strands to explore the tensions of balancing home-host culture values while international doctoral students grow into a new identity. Reflexive thematic analysis was applied to study the narratives of eight Asian international doctoral students and identified four main themes characterizing the participants’ academic identity development under acculturative stress. Contribution: This study contributes to an understudied area of higher education literature, directing the attention of the academic community to a small but growing group of junior academics. When examined in the confluence with acculturative stress, the conceptualization of academic identity is extended to include academics from cultural minorities. Findings: Acculturative stress intersects with all three strands of academic identity development, inhibiting participants’ progress in their doctoral programs. Acculturative stress also makes participants more hesitant to adopt an academic identity. Recommendations for Practitioners: This paper informs leaders and managers at departmental and university levels about cultural inclusiveness in doctoral training programs. Cultural minority students face the challenge of acculturative stress, an issue that distinguishes them from racial or gender minority groups; therefore, simply replicating race or gender inclusion initiatives is unlikely to be an ideal model for a culturally inclusive program. Recommendation for Researchers: The findings of this study indicate that Asian doctoral international students deviate from the commonly accepted view of academic identity in that they do not define intellectual growth strictly in terms of paper-trailed achievements (e.g., number of publications or grants), and they view jobs within and outside academia as equally attractive. Impact on Society: Doctoral training programs at universities are the suppliers of doctoral-level workers for industry. However, some programs, especially in the social sciences and humanities, focus on academic job placements. To broaden the impact on society, educational leaders need","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84574012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Doctoral Students’ Academic and Professional Network Development: A Collaborative Autoethnography of Students Engaged in Fatherhood Research","authors":"Rebecca Logue-Conroy, Justin S. Harty, Joyce Y. Lee, Lara Markovitz, Jaimie L. O’Gara","doi":"10.28945/4869","DOIUrl":"https://doi.org/10.28945/4869","url":null,"abstract":"Aim/Purpose: The overarching purpose of this paper was to examine how a collaborative working group of doctoral students from different institutions evolved into a community of practice and developmental network. Specifically, the aim of this study was to examine this group’s progression from working group to support group, a process that occurred through academic support, social support, professional networking, professional development, and skill development.\u0000\u0000Background: Although doctoral cohorts are often formed within the same school, some informal groups may develop among students in the same discipline from different schools. The authors explored how the formation of a working group, through attendance at an annual academic conference, enhanced their doctoral education and expanded their network through social and academic support. \u0000\u0000Methodology: The participant-researchers in this study used collaborative autoethnography to collectively examine their participation in this group formed outside of their respective schools of social work. Having worked together for over a year, meeting monthly through video calls, on a discrete project, the participant-researchers embarked on this collaborative authoethnography as they discovered their transformation from working group to support group. This group of five participant-researchers examined their own feelings about their participation in the group and the consequent benefits of belonging to such a group.\u0000\u0000Contribution: This study makes an important contribution to the doctoral education literature about how doctoral students from different schools can form informal groups that serve as a key source of intra-disciplinary networking, resources, opportunities, and support. This contribution helps to further the research on what kinds of supports doctoral students need in order to remain in their programs and graduate.\u0000\u0000Findings: We found that a working group of doctoral students from different schools of social work can develop into a community that can be used for social, academic, and networking support. We discovered that relationships with peers across schools provided a supportive environment that was distinct from those formed within our schools. Joining together to achieve a common research goal encouraged members to extend content-specific support. In addition, this group found that members had the opportunity to compare experiences at their respective doctoral programs, which enhanced peer support.\u0000\u0000Recommendations for Practitioners: Special interest groups at national conferences should encourage doctoral students at different schools to form communities of practice or similar groups. This group formation may lead to opportunities for doctoral students to work on a common project (e.g., website, publication) and serve as a source of social and academic support.\u0000\u0000Recommendation for Researchers: More research is needed on whether this relationship among doctoral students within the same di","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86903788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Four Stage Framework for the Development of a Research Problem Statement in Doctoral Dissertations","authors":"Azad Ali, Shardul Pandya","doi":"10.28945/4839","DOIUrl":"https://doi.org/10.28945/4839","url":null,"abstract":"Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation.\u0000\u0000Background: Writing a doctoral dissertation is a long journey, and it typically starts with writing the research problem statement. Students face challenges in articulating the research problem statement. Clearly articulating the research problems statement influences the success of the entire dissertation. \u0000\u0000Methodology: This paper uses a widely used framework to describe student adjustment to graduate studies in general and to doctoral programs in particular.\u0000\u0000Contribution: This study provides a framework for mentors and advisors to assist them in guiding students in writing their research problem statement.\u0000\u0000Findings: Writing a research problem statement is difficult by itself. Following the methodological approach suggested in this study will help students with the task of writing their own.\u0000\u0000Recommendations for Practitioners: A methodological approach to writing a research problem statement is helpful in mitigating the difficulties of writing the dissertation. This study tackles the difficulties with writing the research problem statement.\u0000\u0000Recommendation for Researchers: More research needs to be done to expand the use of a methodological approach to writing in other sections of the dissertation. \u0000\u0000Impact on Society: The findings of this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement\u0000\u0000Future Research: Future research should follow a similar methodological approach in guiding students in writing the other sections of the dissertation\u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72450153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Sentiment Analysis of the PhD Experience Evidenced on Twitter","authors":"P. Guha, Devyani Pande","doi":"10.28945/4813","DOIUrl":"https://doi.org/10.28945/4813","url":null,"abstract":"Aim/Purpose: This article explores the content of PhD student tweets. It has three main aims: (a) to examine what is discussed regarding the PhD process, (b) to evaluate whether tweets express primarily positive or negative sentiments, and (c) to uncover the key themes discussed in both positive and negative tweets. \u0000\u0000Background: Recent surveys of PhD students have raised concerns about their wellbeing by pointing to high prevalence rates of adverse mental health conditions. However, our understanding of which factors pose the highest risks is still evolving. Self-selection into surveys also raises the possibility of discounting positive aspects of the PhD experience. We use a different data source (Twitter) to explore both these issues. \u0000\u0000Methodology: Using 16,928 tweets with the Twitter hashtags #phdlife and #phdchat, we first conduct dictionary-based sentiment analysis in R to determine whether tweets are dominated by positive or negative sentiment. We then hand-code the dominant sentiment of a randomly selected subset of 1,994 tweets and qualitatively analyse positive and negative tweets separately to uncover the key themes in each category. \u0000\u0000Contribution: This article contributes to the emerging literature on the wellbeing and mental health of PhD students by using a novel data source (tweets). It highlights both positive and negative aspects of the PhD student experience. \u0000\u0000Findings: We find that most tweets express positive rather than negative sentiment, indicating that PhD students do enjoy many aspects of their experience. Negative tweets are dominated by mental health concerns. They also highlight problems with academic culture (especially the normalization of overwork) and the effects of the pandemic on students. \u0000\u0000Recommendations for Practitioners: Our results indicate that there is a need to change the academic culture of normalizing overwork, ensure adequate institutional provision of mental health support and ability to spot signs of emotional distress, devise strategies to combat the imposter phenomenon, and respond to the particular challenges that the pandemic has created for PhD students. \u0000\u0000Recommendation for Researchers: The authors recommend that future research explore the specific challenges and opportunities faced by PhD students in different disciplines and geographical locations. As the data used here were collected during the pandemic, it would be useful to track post-pandemic sentiments to observe changes. \u0000\u0000Impact on Society: Improving the graduate experience of PhD students and providing them adequate mental health support will help to ensure their continued productivity and wellbeing. \u0000\u0000Future Research: Future research in this area should focus on the efficacy of different interventions to address key problems, such as the imposter phenomenon, stress, anxiety, depression, and isolation. \u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85541400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impacts of the COVID-19 Pandemic on Doctoral Students’ Thesis/Dissertation Progress","authors":"W. J. Donohue, A. Lee, Shelah Y. Simpson, Kathleen Vacek","doi":"10.28945/4818","DOIUrl":"https://doi.org/10.28945/4818","url":null,"abstract":"Aim/Purpose: The purpose of this study was to document the impacts of the COVID-19 pandemic for doctoral students who were proposing, conducting, or writing up their doctoral thesis, dissertation, or other culminating project.\u0000\u0000Background: For doctoral students, the process of designing, implementing, and writing a culminating project is a key part of the learning experience. These projects typically require students to direct their own learning and to manage setbacks, obstacles, and challenges as they arise. During the COVID-19 pandemic, doctoral students around the globe had to undertake this key learning experience in the context of a global crisis.\u0000\u0000Methodology: During August and September 2020, 235 doctoral students from around the world completed an online questionnaire consisting of demographic questions and three open-ended questions about their experience during the COVID-19 pandemic. Analysis involved several cycles of In Vivo Coding of the data, which yielded codes, categories, and eventually themes. At each stage, the researchers collaborated to generate the codes, and the categories and themes arose through several rounds of discussion.\u0000\u0000Contribution: Our study adds to the small body of knowledge on doctoral students’ experiences from around the world during the COVID-19 pandemic by identifying categories of experience through qualitative, open-ended survey questions. The study highlights doctoral students’ challenges and how these were either exacerbated or mitigated by pandemic-induced changes.\u0000\u0000Findings: Our survey respondents described impacts on their culminating projects’ progress in five major categories: research design, access to resources, workload, mental health, and finances.\u0000\u0000Recommendations for Practitioners: The five categories of impacts emerging from our participants’ responses may be useful for faculty and administrators of doctoral programs to consider in reviewing their programs’ responses to the pandemic and making future plans for providing academic continuity in crisis situations as well as re-evaluating the priorities and structures of doctoral program to better support students overall moving forward.\u0000\u0000Recommendation for Researchers: Further research is needed to better understand how the pandemic impacted individual students’ research and writing processes, including adaptive strategies. \u0000\u0000Impact on Society: Institutions need to be aware of systemic strain on doctoral students under the best of conditions and be especially aware of the impacts of a crisis and plan contingencies to assist students with a focus on the areas of finances, resource access, workload, research design, and mental health.\u0000\u0000Future Research: Future research should seek out additional perspectives of male doctoral students. Additionally, data capturing perspectives from students at other points in time are needed as the pandemic continued to unfold after this study’s data collection period.\u0000\u0000","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90284912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Socialization for Teaching: Factors Related to Teaching Career Aspirations for Doctoral Students of Color","authors":"Jeffrey K Grim, Heeyun Kim, Christina S Morton, Robert M DeMonbrun","doi":"10.28945/4805","DOIUrl":"https://doi.org/10.28945/4805","url":null,"abstract":"Aim/Purpose The purpose of our study was to gain a better understanding of the socialization factors that contribute to the aspirations of doctoral students of Color to pursue teaching careers. Background Internationally, there has been a renewed call to diversify the professoriate. While the literature often examines early pathway issues and hiring bias, one efficient solution is to continue encouraging the socialization of those doctoral students of Color already interested in pursuing a teaching career. Methodology We used a sample of 2,717 doctoral candidates of Color from over 221 doctoral-granting institutions in the USA who completed a survey about their graduate experiences. The sample of participants indicated they aspired to a teaching career at the beginning of their doctoral study, yet not all were interested in the same career choice by the end. To analyze our data we used Logistic Regression Modeling (LOGIT) to test which socialization factors (i.e., anticipatory, formal, informal, and personal) contribute to teaching career aspirations. Contribution We found that factors associated with anticipatory and personal socialization contributed greatest to the continued aspiration of being a teaching faculty member, along with teaching experience. These results are somewhat different Doctoral Students of Color’s Socialization 450 than previous literature and practice that places a greater emphasis on formal and informal socialization experiences as contributing to a future teaching faculty career. Findings Anticipatory (publishing before the start of a PhD program), formal (teaching experience), and personal socialization (sense of belonging) were most related to aspirations to pursue a teaching faculty career, while more factors more traditional in the literature (e.g., relationship with advisor, career and research support, etc.) were not significantly correlated with the desire to pursue a teaching faculty career. Recommendations for Practitioners We recommend that faculty advisors, graduate education administrators, and academic leaders pay close attention to the personal and social development of doctoral students of Color in order to sustain their interest in teaching in higher education. In addition, it is important for academic leaders to recognize doctoral socialization begins before a student enters a PhD program, so more attention should be given to the opportunities for undergraduate students of Color to learn about the academy through research and publication. Recommendations for Researchers Doctoral socialization as a topic of study has continued to be of interest to scholars, but there are more quantitative and mixed-method scholarship that could be used to influence academic leaders and policymakers. In addition, scholars should continue to complicate and refine graduate socialization theory in order to understand and represent racially diverse populations. Impact on Society Multiple interventions will be needed in order t","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"195 1","pages":"449-467"},"PeriodicalIF":0.0,"publicationDate":"2021-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79852878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Mental Health and Well-Being of Master’s and Doctoral Psychology Students at an Urban Canadian University","authors":"K. Park, Annabel Sibalis, Brittany Jamieson","doi":"10.28945/4790","DOIUrl":"https://doi.org/10.28945/4790","url":null,"abstract":"Aim/Purpose Although the high rates of stress and psychological distress in graduate students has been well-documented, Canadian samples are underrepresented in the extant literature. The present study explores prevalence rates of burnout and psychological distress in a sample of psychology master’s and doctoral students at a university in a large urban Canadian city, as well as factors relating to their wellbeing, social support and stress. Background There are economic and productivity setbacks stemming from high stress and mental health challenges. Burnout and psychological distress of graduate students are associated with hindered academic progress, mental and physical health challenges, and reduced productivity. Further, emotionally exhausted doctoral students are at heightened risk for non-completion of their degrees. Methodology Sixty-two psychology graduate students completed an online survey that assessed burnout, psychological distress (anxiety, depression, and stress symptoms), perceived social support, collegiate sense of community, financial strain, and rank-ordered nine domains of graduate school stressors. Contribution The present paper contributes to the body of knowledge that graduate students residing in an urban Canadian city experience high rates of burnout and psychological distress. High levels of social support outside the academe were not protective factors in mitigating burnout. Findings Participants reported high levels of perceived social support and sense of community. However, over half (60%) of respondents met criteria for burnout, and one in three students met criteria for problematic levels of stress, anxiety, Well-Being of Canadian Psychology Graduate Students 430 and/or depression. In a rank ordering question, “thesis, dissertation or other research”, “classwork” and “finances” ranked in the top three most stressful aspects of graduate school for respondents. Recommendations for Practitioners Graduate students experience unique stressors related to their mental health and well-being that differ from undergraduate students and young working professionals. Mental health practitioners may be better equipped to support graduate students with knowledge of these specific factors impacting mental health and well-being. Recommendations for Researchers Based on these findings, four areas of recommendations for psychology graduate institutions and training programs are discussed. These recommendations highlight the need for change across systemic levels and call for integrative efforts to improve wellbeing for psychology graduate students. Impact on Society Enhancement of doctoral student well-being could contribute to long-term benefits in academia and in higher education. Future Research The study took place before the emergence of COVID-19, which has undoubtably impacted graduate students globally. Research on student experiences during this unprecedented time is needed, as are additional supports (e.g., virtual program","PeriodicalId":53524,"journal":{"name":"International Journal of Doctoral Studies","volume":"8 1","pages":"429-447"},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79499856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}