Great Expectations: Doctoral Student Mothers in Counselor Education

Trepal, Heather C.; Stinchfield, Tracy A.; Haiyasoso, Maria

doi:10.1002/j.2161-0029.2014.00024.x

Cited by 32 publications

(47 citation statements)

References 25 publications

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“…This finding is also consistent with Lynch (), who attributed faculty member emotional support to increased satisfaction among graduate students. Similarly, Trepal et al () found that graduate student mothers identified another mother as a role model in their counseling programs. The results of our study indicate that protective factors served as foundational support while participants transitioned from being students to being mothers.…”

Section: Discussionmentioning

confidence: 98%

“…In our study, participants felt supported within their doctoral counseling programs; however, participants did encounter stigma in other professional relationships within the field of counselor education. Trepal et al () found that mothers entering doctoral programs perceived negative attitudes from faculty members within their own programs. Mothers reported receiving messages that children would deter successful completion of a doctoral program (Trepal et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…Trepal et al () found that mothers entering doctoral programs perceived negative attitudes from faculty members within their own programs. Mothers reported receiving messages that children would deter successful completion of a doctoral program (Trepal et al, ). Our results differed from Trepal et al's results, which may be explained by the sample differences: becoming a mother during a doctoral program versus entering a program already a mother.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies of graduate student motherhood used census data, discussion groups at conferences, and Internet surveys (see Khadjooi et al, ; Kuperberg, ; Spalter‐Roth & Kennelly, ) rather than individual interviews pursuing the essence or meaning of mothers' experiences. Furthermore, qualitative studies investigated those who were already mothers (Lynch, ; Trepal et al, ) rather than the transition to motherhood during a graduate program. Therefore, we chose a phenomenological approach to best understand the lived experience of women who became mothers during a doctoral program in counseling (Patton, ).…”

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

A Phenomenological Investigation of Counseling Doctoral Students Becoming Mothers

Holm

Prosek

Weisberger

2015

Couns Edu & Supervision

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

A Phenomenological Investigation of Counseling Doctoral Students Becoming Mothers

Holm

Prosek

Weisberger

2015

Couns Edu & Supervision

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“…While some women experience negative consequences (e.g., stigmatization or isolation) and conflict between their academic work and family (Trepal, Stinchfield, & Haiyasoso, 2013;Yakaboski, 2010), some successfully integrate, albeit not without some struggle, their identities for optimal well-being, balance (Bailyn, Drago, & Kochan, 2001), and completion of their doctoral degrees. They successfully develop from students into scholars and negotiate their multiple identities and corresponding roles and responsibilities.…”

Section: The Current State Of the Literature And The Gapmentioning

confidence: 99%

Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist

Rockinson‐Szapkiw

Spaulding

Lunde

2017

IJDS

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Aim/PurposeThe purpose of this study was to explain how Distance Education women EdD students who are mothers balanced and integrated their multiple identities (e.g., mother, student, professional) to persist. Background It is well documented that parenting students experience higher levels of stress and pressure during their degree pursuit than their non-parenting counterparts. It is also well documented that doctoral attrition is a persistent problem across decades and disciplines, and examination of specific populations was necessary to better understand how to foster doctoral persistence. Methodology Data were collected from 17 women via questionnaires, life maps, and interviews and were analyzed in accordance with grounded theory procedures. ContributionThis study generated a novel theoretical model to explain women EdD students' academic identity progression from students to scholars and its intersection with other salient identities, especially mother, and the core sense of self in alignment with other identity theories. Findings Academic identity development from student to research scholar is complex and challenging, but follows a unique progression that begins with gaining competence in research, followed by a confidence to conduct research. This positive attitude toward research is often shaped by an influential advisor or mentor, a relationship that enables a student mother to envision herself as a scholar and mother. However, it is a woman's social conditions (e.g., supportive spouse, friends, or employer) that provide her the confidence and space to difWomen in Distance Doctoral Programs 50 ferentiate, develop, and intersect multiple identities, a process that allows for successful negotiation and integration of identities, and ultimately, persistence and attainment of the doctorate. Recommendations for PractitionersFindings highlight the need for more women faculty role models in higher education. To increase the number of women faculty mentors in academia, program administrators can recruit, retain, and support and encourage parental visibility through developing structures and supports for faculty with families. Given the women candidates' emphasis on stewardship, faculty should design coursework to allow students to intersect assignments with professional goals and practices, and support empirically and theoretically grounded dissertations aimed at not only solving problems of practice but also aimed at advocacy. Recommendation for ResearchersResearch is needed with women doctoral candidates in other disciplines from other institutions and regions of the country, including those without children and individuals in non-heterosexual relationships. Impact on Society This study is an important first step in better understanding female identity development through the doctoral process. Future ResearchThemes uncovered in this research need further investigation. Ruptures in relationships were uncovered but not fully explored or saturated. More research is needed to understand the specific co...

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Adult Developmental Experiences of African American Doctoral Student Mothers: Illuminating Generativity Processes

2018

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Great Expectations: Doctoral Student Mothers in Counselor Education

Cited by 32 publications

References 25 publications

A Phenomenological Investigation of Counseling Doctoral Students Becoming Mothers

A Phenomenological Investigation of Counseling Doctoral Students Becoming Mothers

Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist

Adult Developmental Experiences of African American Doctoral Student Mothers: Illuminating Generativity Processes

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