Making it Work
Pregnant and Parenting Doctoral Students’ Attributions of Persistence
Bibliographic Data
| ID | 2501460 |
|---|---|
| Authors | Rebecca G Mirick (0000-0002-5191-6874, Salem State University, corresponding author), Stephanie P Wladkowski (0000-0003-4697-1139, Eastern Michigan University) |
| Year | 2020 |
| Volume | 19 |
| Issue | 2 |
| Pages | 349-368 |
| Publication date | 2020-04-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Advances in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1527-8565 • E-ISSN: 2331-4125 |
| Publisher | IU Indianapolis University Library (PUBLISHER) |
| DOI | 10.18060/23220 |
| OpenAlex | W3016352979 |
| Language | EN |
| Citations received | 10 |
| References cited | 16 |
While doctoral education is growing in the United States, attrition from doctoral programs is high; 40-60% of students who begin doctoral programs do not complete them. Previous research has explored reasons for attrition, but little research has examined persistence, and none have looked at persistence for women during and after pregnancy. This qualitative study explored female doctoral students and graduates' (n=28) attributions of persistence to completion in their professional healthcare doctoral programs (57% social work) after a pregnancy and/or birth. Two primary themes emerged from this study. First, women attributed their persistence in the program to internal resources such as determination, organization, discipline, and the ability to assess needs and shift resources, schedules, plans, or expectations to meet those needs. Second, some women attributed their ability to persist in their program to good luck, in terms of fertility, pregnancy timing, expectations of the student, and family friendly advisors and programs. Dissertation chairs and advisors can use these findings to more effectively support pregnant and parenting students, including helping them build important skills and reflect on implicit messages about caregiving women who are doctoral students
Attribution · Attrition · Coparenting · Developmental psychology · Doctoral studies · Fertility · Luck · Medical education · Pedagogy · Political science · Population · Diversity and Career in Medicine · Doctoral Education Challenges and Solutions · Medicine · Mentoring and Academic Development · Psychology · Social Psychology · Social Work
Intersecting Motherhood and Academia
Experiences of Pregnant and Parenting Female Students in Social Work Doctoral Programs
Parenting in Academia
‘Invest the time for their success’
Leaving children behind for cross‐border education
Infertility and Pregnancy Loss in Doctoral Education
Ideal Workers within an Inequality Regime
A Phenomenological Approach Exploring the Experience and Persistence of Millennial Black Women Faculty in Counselor Education
Retaining Respect as a Scholar While Pregnant
Studying for Two
Leaving the Ivory Tower
“Those invisible barriers are real”
Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States
Why do students consider dropping out of doctoral degrees? Institutional and personal factors
The Role of the Department and Discipline in Doctoral Student Attrition
An attributional theory of achievement motivation and emotion.
Mentorship in Doctoral Education for Pregnant and Newly Parenting Doctoral Students
The Evolution of Doctoral Social Work Education
The Lived Experience of Late-Stage Doctoral Student Attrition in Counselor Education
Pregnancy, Motherhood, and Academic Career Goals
Cumulative Disadvantage
Doctoral Education in Social Work
Using thematic analysis in psychology
The Avoidance of Bias Against Caregiving
Graduate Students of Color
Making Space for Graduate Student Parents
| Unique citing works | 10 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |