Studies in Graduate and Postdoctoral Education: Volume 15 Issue 3

International students’ experiences in graduate programs during COVID-19 and recent sociopolitical climate in the USA

Pankhuri Aggarwal, Erica Szkody, Eleni Kapoulea, Katharine Daniel, Kirsten Bootes, Jennifer Boland, Jason Washburn, Amy Peterman

This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives…

The entangled becoming in humanities doctoral education

Hatice Nuriler, Søren S.E. Bengtsen

Institutional framings of doctoral education mostly do not recognize the existential dimension of doctoral experience. This paper aims to offer an expanded understanding of…

Tapping into early PhD aspirations to advance gender equity in computing: predicting PhD interest among upward transfer students

Jennifer M. Blaney, David F. Feldon, Kaylee Litson

Supporting community college transfer students represents a critical strategy for broadening participation in STEM. In addition to being a racially diverse group, students who…

Building a community of practice through a doctoral research group

Marion Heron, Doris Dippold, Karen Gravett, Adeeba Ahmad, Samaher Aljabri, Razan Abuorabi Al-Adwan, Priyanki Ghosh, Raniah Kabooha, Mohammad Makram, Dina Mousawa, Ayesha Mudhaffer, Beyza Ucar Longford, Lingyu Wang, Junyi Zhou, Fengmei Zhu

The purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many…

Retrospective perceptions of support for career development among PhD graduates from US and New Zealand universities

Rachel Spronken-Smith, Kim Brown, Claire Cameron

PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of…

“That does not apply”: graduate students’ (mis)perceptions of the racial climate in STEMM

Andrea Kunze, Rodney Hopson

This study aims to explore how science, technology, engineering, mathematics and medicine (STEMM) graduate students’ experiences with and conceptualizations of racism can more…

More than words: PhD students and critical reading

Beverly FitzPatrick, Mike Chong, James Tuff, Sana Jamil, Khalid Al Hariri, Taylor Stocks

Many PhD students have strong reading comprehension, but some struggle with how to read critically. The purpose of this study is to understand what reading looks like for PhD…

PhD Progression: a micro-credentialing program motivates and supports PhD students’ professional development at a US University

Bénédicte Gnangnon, Kuang Li, Dena Fatemeh Rezaei, Mishonne Maryann Marks, Chrysanthos Dellarocas, Sarah Chobot Hokanson, Sasha B. Goldman

This study aims to present the evaluation of a competency-based online professional development training program, PhD Progression, tied to a digital badge system, created to…

Creating a shared vision of preparing scholarly practitioners: an EdD faculty collaborative autoethnography

Veselina Lambrev, Bárbara C. Cruz, Sarah M. Kiefer, Elizabeth Shaunessy-Dedrick

In this collaborative autoethnographic study, four faculty members in a US-based Doctor of Education (EdD) program reflected individually and collectively in the authors’…

Mothers in doctoral education: Who cares? An ecological-systems analysis of support for PhD mums

Shannon Mason, Melissa Bond, Susan F. Ledger

In light of a largely negative discourse, this study aims to identify the various ways in which PhD mums have been supported in a range of contexts to develop a comprehensive…

After the PhD: the role of advisors and social connections in the job search process

Moriah West, Jesse McCain, Josipa Roksa

While ample literature describes students’ experiences during graduate school, fewer studies examine how doctoral students transition into full-time employment post degree…