Epistemological Development of Chinese Engineering Doctoral Students in the U.S. Institutions: A Comparison of Multiple Measurement Methods

Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.

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De/constructing the Academic Hood

Journal of International Students ◽

10.32674/jis.v11is1.3844 ◽

2021 ◽

Vol 11 (S1) ◽

pp. 68-85

Author(s):

Louise Michelle Vital ◽

Christina W. Yao

Keyword(s):

Doctoral Students ◽

Knowledge Production ◽

Research Training ◽

The United States ◽

Power Dynamics ◽

Doctoral Studies ◽

Methodological Nationalism ◽

Spatial Positioning ◽

A Site ◽

The U.S

Doctoral education is often lauded as a site of academic socialization and research training for nascent scholars. However, discussions of socialization seldom problematize the dangers of intellectual imperialism and methodological nationalism inherent in doctoral researcher socialization. As such, the traditional socialization practices for doctoral students in the United States (U.S.) must be interrogated and expanded to move towards equitable practices for research, especially for students conducting international research. Using social and spatial positioning as our conceptual framing, we problematize and question current approaches and practices to doctoral researcher training in the U.S. We use the academic hood, which is granted upon successful completion of doctoral studies, as a metaphor to reconsider how to reflect upon and navigate power dynamics and knowledge production within the U.S. academy.

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A Phenomenological Study on International Doctoral Students’ Acculturation Experiences at a U.S. University

Journal of International Students ◽

10.32674/jis.v5i3.422 ◽

2015 ◽

Vol 5 (3) ◽

pp. 285-299

Author(s):

Throy A. Campbell

Keyword(s):

Doctoral Students ◽

Family Relationships ◽

Phenomenological Study ◽

Social Activity ◽

Theoretical Premise ◽

Academic Settings ◽

International Doctoral Students ◽

Past Experiences ◽

The U.S

A phenomenological method was used to analyze ten international doctoral students’ description of their lived experiences at a United States (U.S.) university. The analysis was based on the theoretical premise of how students acculturate to their new educational settings. Three broad overlapping themes emerged: (1) participants’ past experiences that influenced their desire to study in the U.S.; (2) participants’ interactions within academic and non-academic settings; and (3) the role of family relationships during their studies within the U.S. The study revealed that the students: were optimistic about the societal opportunities from studying in the U.S., were appreciative of their interaction with instructors, had inadequate relationship with supervising professors, participated in limited social activity outside of academic settings, and made adjustment to family relationships.

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Should They Stay or Should They Go? How the 2017 U.S. Travel Ban Affects International Doctoral Students

Journal of Studies in International Education ◽

10.1177/1028315319861344 ◽

2019 ◽

Vol 24 (4) ◽

pp. 440-455

Author(s):

Corina Todoran ◽

Claudette Peterson

Keyword(s):

United States ◽

Doctoral Students ◽

Research Question ◽

The United States ◽

Political Climate ◽

Executive Orders ◽

Muslim Majority ◽

International Doctoral Students ◽

The U.S ◽

Job Prospects

In the wake of the U.S. government’s executive orders restricting travel from six Muslim-majority countries (Iran, Libya, Somalia, Sudan, Syria, and Yemen) in January 2017, we collected data from four focus groups consisting of international doctoral students aiming to provide insight on the following research question: How do international doctoral students make sense of the U.S. political climate on their lived experiences? This article contributes to the literature by discussing a timely issue concerning international students in the United States and points out that the 2017 travel ban has affected not only international doctoral students from those banned countries but has also alarmed students from other countries, who described the climate as stressful, confusing, and hostile. Several students changed their travel plans for conferences or family visits being worried that they might not be able to reenter the United States. Other students feared the immigration rules might suddenly change and affect their visa status. Students also expressed their concerns in regard to job prospects after graduation. This article derives from a larger qualitative study exploring the experiences of international doctoral students in the U.S. academic and cultural settings.

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Toward the Collection of Critically Evaluated Ergonomics Data

Proceedings of the Human Factors Society Annual Meeting ◽

10.1177/1071181378022001162 ◽

1978 ◽

Vol 22 (1) ◽

pp. 617-619

Author(s):

Harold P. Van Cott ◽

Joel J. Kramer

Keyword(s):

Reference Data ◽

Program Planning ◽

Critical Evaluation ◽

Evaluation Criteria ◽

Measurement Methods ◽

Standard Measurement ◽

User Data ◽

Data Representative ◽

The U.S ◽

Made In

At the 1977 meeting of the HFS a concept was presented for a Standard Ergonomics Reference Data System. The system would have two goals (1) the critical evaluation and integration of data from the existing published ergonomics literature, and (2) the development and application of standard measurement methods to collect key ergonomics data representative of the U.S. population not found in the published literature in a reliable form. This presentation will cover progress made in 1978 to assess user data needs and develop critical evaluation criteria, in light of significant overall program planning changes.

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Juan O'Gorman, Daniel COSío Villegas, and the Mexican Historical Profession: An Interview with Josefina Zomida Vázquez

The Americas A Quarterly Review of Latin American History ◽

10.1017/s0003161500005460 ◽

2010 ◽

Vol 67 (02) ◽

pp. 253-268

Author(s):

William H. Beezley

Keyword(s):

United States ◽

Doctoral Students ◽

The United States ◽

Active Member ◽

Television Programs ◽

Education Programs ◽

National Education ◽

History Of ◽

The U.S ◽

Historical Profession

Professor Josefina Zoraida Vázquez has made an indelible imprint on the discipline of the history of Mexico. Her publications have provided an analysis of the Mexican experience through such diverse themes as the U.S. invasion (1846-1848), the evolution of national education programs, and the struggles to establish federalism and republicanism in the first decades of independence. She has written official textbooks used by all Mexican school children, appeared on numerous television programs, taught dozens of doctoral students, and assisted many scholars in both Mexico and the United States. She has been an active member of the historical profession; she organized the Congress of Mexican Historians from Mexico, the United States, and Canada in Patzcuaro in 1977 and served as the President of the same organization in Monterrey in 2003.

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The Federal Role in the Preparation of Special Education Doctorates

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/0888406411406554 ◽

2011 ◽

Vol 34 (4) ◽

pp. 267-282 ◽

Cited By ~ 5

Author(s):

Deborah Deutsch Smith ◽

Anthony Truong ◽

Roxanne Watson ◽

Melissa D. Hartley ◽

Susan Mortorff Robb ◽

...

Keyword(s):

Special Education ◽

Doctoral Students ◽

Graduation Rate ◽

Special Educators ◽

Federal Agencies ◽

Educational Settings ◽

Education Programs ◽

Individuals With Disabilities ◽

Education Improvement ◽

The U.S

Three studies are described in this article. Each is focused on a different aspect of the long-standing initiative that supports special education doctoral students. This initiative is one of the discretionary programs of the Individuals With Disabilities Education Improvement Act that is managed by the U.S. Department of Education’s Office of Special Education Programs (OSEP). Study 1 sought to determine the graduation rate of OSEP-supported special education doctoral students. Study 2 analyzed funding patterns provided to these doctoral students. Study 3 used data from the first two studies to make comparisons with information provided by other federal agencies that provide funding for students’ pursuit of doctorates across many disciplines. From the authors’ findings, they conclude that OSEP’s projects are critical to the nation’s capacity to produce a sufficient supply of special education doctorates, who in turn produce a sufficient supply of general and special educators who can be effective in inclusive educational settings. This article includes key findings from each study, provides overarching conclusions about how the specific funding and support packages might be modified, and suggests a process to use when making adjustments to these projects’ and doctoral students’ award levels.

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Theorizing Home in the Academy: Chicana Doctoral Student Testimonios From the Borderlands

Qualitative Inquiry ◽

10.1177/10778004211014628 ◽

2021 ◽

pp. 107780042110146

Author(s):

Nydia C. Sánchez ◽

Estee Hernández

Keyword(s):

Graduate Students ◽

Doctoral Students ◽

Doctoral Student ◽

Multiple Identities ◽

Mexico Border ◽

Border Identities ◽

Educational Journeys ◽

The U.S

This article focuses on the educational journeys of two Chicana doctoral students born and raised along the U.S.–Mexico border. These scholars analyze how the intersection of their multiple identities, specifically border identities, has informed their socialization into the academy. Specifically, the authors use a combination of autohistoria, platica, and reflexión to theorize their doctoral experiences and examine how the concept of Home manifests in their research and praxis as graduate students.

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