Mentorship in Doctoral Education for Pregnant and Newly Parenting Doctoral Students

Wladkowski, Stephanie P.; Mirick, Rebecca G.

doi:10.1080/26379112.2019.1654394

Cited by 17 publications

(17 citation statements)

References 49 publications

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“…A number of the studies analyzed in the literature review focused on specific academic ranks: students (Moreau and Kerner, 2015 ), doctoral students (Springer et al, 2009 ; Mirick and Wladkowski, 2018 ; Wladkowski and Mirick, 2019 ), the tenure-track years (Comer and Stites-Doe, 2006 ; Poronsky et al, 2012 ; Trussell, 2015 ), or mid-career academics (senior lecturers and associate professors as studied by Harris et al, 2019 ). Other studies (Rafnsdóttir and Heijstra, 2013 ; McCutcheon and Morrison, 2018 ; Huppatz et al, 2019 ; Moreau and Robertson, 2019 ; van Engen et al, 2019 ) included academics from different ranks, but did not consider this variable in the data analysis.…”

Section: Discussionmentioning

confidence: 99%

“…The other broader topic regarding university policies that is discussed in the literature is the idea of moving toward a “culture of care” in universities. This philosophy includes noticing, connecting, and responding to the various needs of people working and studying on campus (Springer et al, 2009 ; Moreau and Kerner, 2015 ; Mirick and Wladkowski, 2018 ; Wladkowski and Mirick, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Changes in support systems as provided by our universities could mean that universities embrace a "culture of care, " as identified in the literature review (Springer et al, 2009;Moreau and Kerner, 2015;Mirick and Wladkowski, 2018;Wladkowski and Mirick, 2019). Examples of measures within a culture of care are (Comer and Stites-Doe, 2006;Ward and Wolf-Wendel, 2012;O'Brien Katharine et al, 2015): having an open conversation with faculty about their preferred hours of teaching, providing work-from-home accommodations when applicable, letting faculty teach topics they are passionate about and hold service appointments that align with their skills and purpose, offering extended leave and release time options, more flexible tenure clocks and adjusted requirements for making tenure, onsite childcare, an appointed staff person to oversee work-life balance issues for the campus community, and having clear and transparent communication about policies and procedures.…”

Section: Recommendations Moving Forward In the New Normalmentioning

confidence: 99%

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Challenges and Opportunities for Academic Parents During COVID-19

et al. 2021

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Parents in academic careers face notable challenges that may go unrecognized by university management and/or policy makers. The COVID-19 pandemic has shed light on some of these challenges, as academic parents shifted to working from home while simultaneously caring for children. On the other hand, many parents found that the shift to working from home offered new opportunities such as working more flexible hours, development of digital skillsets, and increased involvement in the education of their children. In this article we explore the work-related challenges and opportunities experienced by academic parents as a result of the COVID-19 pandemic and offer potential long-term solutions for academic parents and their universities. We use the following methods: (1) a literature review focused on identifying the work-related challenges academic parents faced prior to the pandemic, as well as the impact of the pandemic on scientists and working parents and (2) administer a world-wide survey with the goal of identifying the challenges and opportunities associated with parenting and academic work through the COVID-19 lockdown (304 total responses; 113 complete). Moving forward these findings have enabled conclusions to be drawn in order to shape a new normal. Our aim is to offer university administrators, policy makers, and community service providers with ways to provide additional support for academic parents as well as provide tools for academic parents to learn successful strategies directly from their peers.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Recommendations Moving Forward In the New Normalmentioning

confidence: 99%

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Challenges and Opportunities for Academic Parents During COVID-19

et al. 2021

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“…Data for this study were pulled from a broader study exploring the experiences, challenges, and supports of pregnant and newly parenting doctoral students (see Mirick & Wladkowski, 2018;Wladkowski & Mirick, 2019, 2020. The data analyzed for this smaller study focused on women's explanations of their success with doctoral education while pregnant and/or parenting small children.…”

Section: Methodsmentioning

confidence: 99%

Making it Work

Mirick

Wladkowski²

2020

ASW

Self Cite

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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.

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“…Mentoring is a key component of doctoral programs (Wladkowski & Mirick, 2019); faculty adopt the role of mentor, conveying their attitudes and behaviours to their students (Bragg, 1976). Supervision of students is a key component of academic work, yet advising and mentoring are aspects of the scholarly role in which faculty members receive little to no formal training, resorting to a reliance on repetition of the same methods which they experienced as students from their own professors (Hall & Burns, 2009).…”

Section: Faculty Supportmentioning

confidence: 99%

The Academic Profession in Canada

Jefferson

2021

Brock Education Journal

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There is little research on the socialization of doctoral students in Canada. Using data collected as part of the Canadian sample of the Academic Professions in the Knowledge Society project, this paper explores the reported doctoral experience of full-time academic faculty in Canadian universities who were ‘successfully’ socialized to the role of scholar, to find potential factors affecting doctoral experience and career progression. This paper suggests that financial and faculty support are key to doctoral success. With disciplinary nuance alive and thriving, many contemporary doctoral students may be subject to unfair disadvantages, which may be of the underlying reasons for high attrition from doctoral programs. Results indicate teaching continues to be an overlooked aspect of doctoral training, in favor of research; the associated faculty support which often accompanies research, along with the potential for funding for the research-related activity, may be a significant factor in socialization.

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Mentorship in Doctoral Education for Pregnant and Newly Parenting Doctoral Students

Cited by 17 publications

References 49 publications

Challenges and Opportunities for Academic Parents During COVID-19

Challenges and Opportunities for Academic Parents During COVID-19

Making it Work

The Academic Profession in Canada

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