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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Purpose : The purpose of this study was to explore how female doctoral students described their relationship with their female faculty academic mentor during the dissertation writing process. Research on issues affecting female doctoral students’ success has shown the mentoring relationship to be a theme and that mentoring influences the quality of the female doctoral students’ completed dissertation. Studies have examined the importance of female faculty academic mentoring relationships in relation to doctoral students’ feelings of satisfaction; however, few studies have explored the influence of this relationship on female doctoral students’ degree completion. With the projected rise in female enrollments in doctoral programs, it is beneficial to understand the relationship between the female doctoral student and the female faculty academic mentor. Method : This qualitative, phenomenological study was conducted by means of an on-line, open-ended questionnaire. The participants, female doctoral students, were purposefully selected. The study explored how the participants made sense of their mentoring relationship with their female faculty academic mentor during the dissertation writing process. The data analysis procedures followed the approach of Moustakas (1994), which was to reduce the data and break it down into the essence of what was being communicated by the participants. The participants remained anonymous. Major Findings : The perceptions of the female doctoral students and their experiences in the dissertation writing process were explored in this phenomenological study. The participants’ responses indicated that the support of a faculty mentor is important to the successful completion of a doctoral degree. Additionally, the participants’ responses signified the importance of centric interaction with the faculty academic mentor. The findings showed that there are certain issues that are important to female doctoral students with female faculty academic mentors, and that certain types of mentoring are more useful to the female doctoral students. Five major themes emerged from the data analysis. The five themes are as follows: Support Groups, Positive Attributes, Knowledge and Experience, Relationships, and Barriers and Obstacles. Sub-themes were identified from the five major themes. Recommendations, further research, and implications for practice are addressed in the study. Recommendations include suggestions for further research to explore the significance of external support groups in the completion of the female doctoral students’ dissertations and the significance of cohorts within the dissertation writing process. The recommendations propose further exploration of dissertation centric interaction with female faculty academic mentors and female doctoral students in the dissertation writing process.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2009.
- Bibliography:
- Includes bibliographical references (leaves 127-142).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Robin Revis-Pyke. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB1731.4.R48 2009_Revis-PykeRobin ( BU-Local )
- Classification:
- LB1731.4.R48 2009 ( lcc )
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