Does Family Matter? A Phenomenological Inquiry Exploring the Lived Experiences of Women Persisting in Distance Education, Professional Doctoral Programs

Abstract

Aim/Purpose: The qualitative study aims to examine the lived experiences of women persisting in the distance; professional doctoral degrees as they seek to integrate and balance their family of origin and current family system with their development as scholars. Background: A vital reason many women choose not to drop out of their doctoral programs is that they experience conflict between their identities as women and scholars – a conflict between “the enduring sense of who they are and whom they want to become” (Cobb, 2004, p. 336). A supportive family is a salient theme that arises in studies on doctoral persistence, with many researchers noting that the family is essential in helping women navigate the doctoral journey (e.g., Lott, Gardner, & Powers, 2009; Tinto, 1993). Methodology: This qualitative study employed Moustakas’ (1994) transcendental phenomenological approach through a purposive sampling of eleven women who are enrolled in distance education, professional doctoral programs at two universities in the southern United States. Contribution: This study furthers the existing research by demonstrating that family is intimately tied to the scholarly identity development and persistence of women enrolled in distance education, professional doctorate programs. While previous research has shown that family support is a factor promoting doctoral persistence, previous studies have not examined how women integrate and balance their family of origin and current family system with their development as scholars while persisting in a doctoral degree. Findings: Findings highlighted that the doctoral journey is marked by personal fulfillment and struggle. Women’s development and persistence are influenced by familial support, choosing to continue or discontinue family of origin patterns, and differentiation from the family. Recommendations for Practitioners: To support women’s persistence and scholar identity development, the university can facilitate discussions and provide opportunities that explicitly orient families to the rigors of doctoral training. The university can host family webinars, create family orientations, offer family counseling, and develop family social media groups. Recommendation for Researchers: This study is an essential step toward understanding the role of the family in the doctoral persistence of women. The study provides a foundation for further research with women who are divorced, never married, or identify as LGBTQIA (lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual). Further study should focus on women enrolled in various disciplines and residential programs. Impact on Society: If women are to succeed in doctoral programs, the academic institution cannot ignore the role of the family in persistence. Future Research: The role of the family in doctoral persistence for men and residential students needs to be explored. Experience of women in distance education and residential programs should be compared to highlight differences and similarities.

Identifying Significant Personal and Program Factors that Predict Online EdD Students’ Program Integration

“…Finally, race and gender should also be considered in supports developed for online doctoral students. For example, Rockinson-Szapkiw, Sosin, and Spaulding (2018) and Rockinson-Szapkiw et al (2017), in studying women in online professional doctoral programs, noted that persistence and integration are connected to a women's ability to navigate the struggles of balancing family and academic work as well as integrate racial and gender identity dimensions with the developing scholar identity. Women and minorities in classes or via online support groups should be encouraged to share sacrifices, struggles, and accomplishments, which can be sources of inspiration and support for others (Marso, 2006).…”

Academic-Family Integration: How Do Men and Women in Distance Education and Residential Doctoral Programs Integrate Their Degree and Family?

“…The shouldering of additional tasks, traditionally termed "women's work" (e.g., childcare, housework), causes physical and psychological stress (Ray & Miller, 1994;Smith et al, 2006). While the spouses of some doctoral degree-seeking women are willing to take on more non-traditional or supportive roles, many women report that their negotiated roles and division of labor remain mostly traditional (Lyonette et al, 2015;Rockinson-Szapkiw, et al, 2018;Rockinson-Szapkiw, Spaulding, & Knight, 2015). Given this, men and women may choose to integrate the family and doctoral degrees differently.…”

Toward Understanding Factors Salient to Doctoral Students’ Persistence: The Development and Preliminary Validation of the Doctoral Academic-Family Integration Inventory

“…Table 1 one summarizes the items developed from the work-family balance literature and doctoral education literature that identifies family as a salient to persistence. & Greenhaus, 2000;Lipschutz, 1993;Rockinson-Szapkiw et al, 2017, 2018Smith et al, 2006;Valcour, 2007 (balance) 2. The manner in which I divide my attention between academic and family life.…”

“…L. Brown & Watson, 2010;Friedman & Greenhaus, 2000;Lipschutz, 1993;Rockinson-Szapkiw et al, 2017, 2018Rothausen, 1994;Valcour, 2007 (balance) 18. My ability to meet the needs of my family.…”

“…The topic of AF balance of doctoral students, both in distance and residential programs, is understudied despite the fact that family is a consistent factor identified in doctoral persistence and attrition (McCallum, 2016;Martinez, Ordu, Della Sala, & McFarlane, 2013). Researchers have lamented over the lack of definition, theory, and validated instruments for the AF integration of doctoral students (Martinez et al, 2013;Rockinson-Szapkiw et al, 2017;Rockinson-Szapkiw, Sosin, & Spaulding, 2018).…”