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Cited by 167Doctoral Education Challenges and SolutionsHigher Education Research StudiesWork-Family Balance Challenges

The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.

Gender and doctoral studies: the perceptions of Ph.D. students in an American university

Kurtz‐Costes, Beth, Andrews Helmke, Laura, Ülkü‐Steiner, Beril·2006·Gender and Education
DOI 10.1080/09540250500380513
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Abstract

Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student’s faculty supervisor and gender make‐up of the faculty within the student’s department or academic unit. All students reported the importance of supportive faculty mentors and that financial worries, time pressure and the uncertainty of future employment were sources of stress. Family formation and striving toward personal as well as professional goals were particularly of concern for women, as were perceptions of differential treatment. Women students valued women faculty mentors, although female faculty were perceived as less supportive than male faculty of family concerns when these women had themselves sacrificed family formation for the sake of their careers. Both men and women experienced less stress and reported greater career commitment when faculty in their departments exhibited less traditional values regarding the balancing of personal and professional goals. The implications of these findings for reducing doctoral student attrition rates and for creating a more supportive environment for Ph.D. students are discussed.

Overview

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Crossref · 10.1080/09540250500380513

Cites

36 of 36 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 36 references

Research works printed but not linked: 11

  1. Bagilhole B., 1994, Changing the subject: women in higher education
  2. 10.1177/135050680100800203 · DOI
  3. Bourner T., 2001, Studies in Higher Education, 26, 65, 10.1080/03075070124819 · DOI
  4. Gale S. F., 2001, Workforce, 80, 38
  5. 2001, Characteristics of doctoral scientists and engineers in the United States. NSF 03–310
  6. 10.2307/2524779 · DOI
  7. Schlegel M., 2000, Monitor on Psychology, 31, 33
  8. Schor J. B., 1992, The overworked American
  9. 2002, Arab states: a regional report
  10. Williams E. E., 1984, Journal of College Student Personnel, 25, 173
  11. 10.1207/s15328023top2401_3 · DOI

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Metadata

Authors
Kurtz‐Costes, B., Andrews Helmke, L., & Ülkü‐Steiner, B.
Affiliations
University of North Carolina at Chapel Hill (US)
Corresponding author
Kurtz‐Costes, Beth
ORCID
Kurtz‐Costes, Beth
Venue
Gender and Education
Publisher
Informa UK Limited
Published
2006-03
Volume
18
Issue
2
Pages
137-155
ISSN
  • 0954-0253 (ISSN-L)
  • 1360-0516
DOI
10.1080/09540250500380513
OpenAlex
W2009639664
Cited by
167
References
36
Citations by year
2026: 1 · 2025: 5 · 2024: 13 · 2023: 20 · 2022: 10 · 2021: 8 · 2020: 12 · 2019: 11 · 2018: 8 · 2017: 10 · 2016: 6 · 2015: 8 · 2014: 9 · 2013: 10 · 2012: 7
FWCI
7.01
Type
journal article
Language
en
Open access
closed
Locations
Gender and Education (publishedVersion)
Funders
National Science Foundation
Topics
  • Social Sciences › Education › Doctoral Education Challenges and Solutions
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Sociology and Political Science › Work-Family Balance Challenges
Keywords
gender, doctoral students, faculty mentoring, women in academia, work-family balance, academic stress, doctoral attrition, career commitment, gender discrimination

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