東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Supporting Women Graduate Students: ...

Fernandes, Alaina D.,

Linked to FindBook

Google Book

Amazon

博客來

Supporting Women Graduate Students: The Persistence of Women Ph.D. Students in Male-Dominated STEM Disciplines /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supporting Women Graduate Students: The Persistence of Women Ph.D. Students in Male-Dominated STEM Disciplines // Alaina D Fernandes.
Author:	Fernandes, Alaina D.,
Description:	1 electronic resource (119 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
Contained By:	Dissertations Abstracts International86-06A.
Subject:	Higher education administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31765916
ISBN:	9798346862611

Supporting Women Graduate Students: The Persistence of Women Ph.D. Students in Male-Dominated STEM Disciplines /
Fernandes, Alaina D.,

Supporting Women Graduate Students: The Persistence of Women Ph.D. Students in Male-Dominated STEM Disciplines /Alaina D Fernandes. - 1 electronic resource (119 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

There are fewer doctoral degrees earned by women than men in many STEM (science, technology, engineering, and mathematics) fields, and gender gaps in higher education pathways persist. The purpose of this action research study was to investigate and understand the experiences and persistence of women Ph.D. students in male-dominated STEM disciplines. The overarching goal was to support and contribute to the advancement of women in male-dominated STEM fields. Participants and data collected in Cycle 1 consisted of semi-structured interviews with women Ph.D. students and alumnae from multiple STEM disciplines at the research site. The themes of persistence, challenges, and improvements were identified. The Cycle 1 insights were used to drive the Cycle 2 intervention. Multifaceted action steps were designed, implemented, and evaluated in Cycle 2 to make improvements to better support women Ph.D. students in male-dominated STEM disciplines. Results from this research indicated that aspects of structure, supportive relationships, and community across disciplines are key contributing factors of enhanced support and contribute to empowering women doctoral students to persist through challenges that arise. Implications for the organization include advancing student support through role modeling, professional development, and institutional resources.

English

ISBN: 9798346862611Subjects--Topical Terms:

2122863
Higher education administration.
Subjects--Index Terms:

Gender equity

Supporting Women Graduate Students: The Persistence of Women Ph.D. Students in Male-Dominated STEM Disciplines /
LDR:02816nmm a22004333i 4500 001 2433040
005 20250818063915.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798346862611
035 $a (MiAaPQD)AAI31765916
035 $a AAI31765916
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Fernandes, Alaina D., $e author. $3 3822488
245 1 0 $a Supporting Women Graduate Students: The Persistence of Women Ph.D. Students in Male-Dominated STEM Disciplines / $c Alaina D Fernandes.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (119 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
500 $a Advisors: McNabb, Joseph Committee members: Nolan, Kimberly; Bhatia, Sonya.
502 $b Ed.D. $c Northeastern University $d 2024.
520 $a There are fewer doctoral degrees earned by women than men in many STEM (science, technology, engineering, and mathematics) fields, and gender gaps in higher education pathways persist. The purpose of this action research study was to investigate and understand the experiences and persistence of women Ph.D. students in male-dominated STEM disciplines. The overarching goal was to support and contribute to the advancement of women in male-dominated STEM fields. Participants and data collected in Cycle 1 consisted of semi-structured interviews with women Ph.D. students and alumnae from multiple STEM disciplines at the research site. The themes of persistence, challenges, and improvements were identified. The Cycle 1 insights were used to drive the Cycle 2 intervention. Multifaceted action steps were designed, implemented, and evaluated in Cycle 2 to make improvements to better support women Ph.D. students in male-dominated STEM disciplines. Results from this research indicated that aspects of structure, supportive relationships, and community across disciplines are key contributing factors of enhanced support and contribute to empowering women doctoral students to persist through challenges that arise. Implications for the organization include advancing student support through role modeling, professional development, and institutional resources.
546 $a English
590 $a School code: 0160
650 4 $a Higher education administration. $3 2122863
650 4 $a Higher education. $3 641065
650 4 $a Gender studies. $3 2122708
650 4 $a Science education. $3 521340
653 $a Gender equity
653 $a Graduate education
653 $a Persistence
653 $a Women doctoral students
690 $a 0446
690 $a 0745
690 $a 0733
690 $a 0714
710 2 $a Northeastern University. $b School of Education. $e degree granting institution. $3 3767593
720 1 $a McNabb, Joseph $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-06A.
790 $a 0160
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31765916