ERIC Number: EJ964037
Record Type: Journal
Publication Date: 2012-Jun
Abstractor: As Provided
Reference Count: 52
The Politics of Dissertation Advising: How Early Career Women Faculty Negotiate Access and Participation
Reybold, L. Earle; Brazer, S. David; Schrum, Lynne; Corda, Kirsten W.
Innovative Higher Education, v37 n3 p227-242 Jun 2012
Dissertation committees are complex social arenas that underscore expertise, image, and peer relationships--all of which affect professional identity and advancement. This study presents a sampling of how early career women faculty members learn about and negotiate their participation on dissertation committees. Research questions focused on participants' concerns about the social and political aspects of participation viz a viz peer relationships and faculty rewards. We analyzed interview data using both holistic and constant comparative methods, resulting in a working model of active participation across three domains: knowledge, access, and membership. We also identified developmental trends of dissertation committee engagement across the early career.
Descriptors: Expertise, Grounded Theory, Women Faculty, Females, Doctoral Dissertations, Rewards, Academic Advising, Politics of Education, Advisory Committees, Womens Education, Womens Studies, Participant Satisfaction, Peer Relationship, Professional Recognition, Interviews, Group Dynamics, Teacher Participation, Group Membership, Knowledge Level, Beginning Teachers
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A