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The purpose of this qualitative research study is to examine the doctoral experiences of successful Black women enrolled in U.S. engineering and computing programs. Specifically, this manuscript analyzes Black women’s perceived expectations regarding what they believed their doctoral programs would be like prior to their enrollment in graduate school versus their actual experiences as doctoral students (n = 37). Find- ings conclude that Black women expected their coursework would either be academically rigorous or not very difficult at all, and that their faculty advisors would provide them with tailored academic and social support. In addition, some of the Black women also expected that they would not have to deal with racism and sexism under the assumption that their respective departments were inclusive and equitable. Black women’s actual experiences consisted of unsupportive faculty, surprising levels of racism and sexism, and an obligation to code-switch. This article also discusses the implications of the findings, and strategies for helping Black women succeed in engineering and computing doctoral programs are also discussed.
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After the PhD: the role of advisors and social connections in the job search process
Purpose: While ample literature describes students’ experiences during graduate school, fewer studies examine how doctoral students transition into full-time employment post degree completion. The purpose of this study is to examine how faculty advisors, as well as other individuals, shape students’ experiences during a critical period in their graduate education – the job search. Design/methodology/approach: This study is based on interviews with 47 PhD students in biological sciences in the US. This is a descriptive qualitative study, based on in-depth, semi-structured interviews. Findings: Results reveal distinct roles that faculty advisors play in the job search process, including supportive, unsupportive and sponsorship. Supportive advisors offer opportunities for skill development and specific guidance during the job search process. Sponsorship advisors go beyond providing general support to leverage their personal networks to assist in the transition into full-time employment. Unsupportive advisors are on the other end of the spectrum and do not provide any assistance. In addition, the majority of doctoral students rely on individuals beyond their advisors during the job search, and they do so regardless of what type of support they receive from their advisors. Originality/value: Presented findings highlight the complex constellation of social connections that graduate students draw on for entry into the career and make a compelling case for extending socialization research to dedicate more attention to students’ transition into full-time employment after degree completion.
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- Award ID(s):
- 1760894
- PAR ID:
- 10527613
- Publisher / Repository:
- Emerald
- Date Published:
- Journal Name:
- Studies in Graduate and Postdoctoral Education
- ISSN:
- 2398-4686
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1108/SGPE-09-2023-0089
