scholarly journals Merging Motherhood and Doctoral Studies: An Autoethnography of Imperfectly Weaving Identities

2021 ◽  
Author(s):  
Vicki Schriever
Keyword(s):  
Lived Experiences ◽  
Doctoral Student ◽  
Multiple Identities ◽  
Doctoral Studies ◽  
The Sacrifice

In this autoethnography I share my lived experiences of merging motherhood and doctoral studies and reveal the journey of imperfectly weaving the identities of mother, wife, doctoral student, and academic. I present seven vignettes to provide glimpses of experience and a window into not only the challenges and tensions of intersecting motherhood and doctoral studies, but to also share the joys, strengths, and benefits of embracing these multiple identities. The literature and autoethnographic accounts offer insights into the contradiction that is mothering during doctoral studies, as academic mothers simultaneously carry guilt and gratitude, and acknowledge the sacrifice and privilege that is motherhood and researching. In this paper I seek to provide nuanced insights into the meanings I made as I negotiated the identities/roles/positions, of mother, wife, doctoral student, and academic.

scholarly journals The Embodiment of Discovery: An Adapted Framework for Qualitative Analysis of Lived Experiences

2021 ◽  
Author(s):  
Helen Hernandez ◽  
◽  
Laurie Dringus ◽  
Keyword(s):  
Data Analysis ◽  
Qualitative Study ◽  
Qualitative Analysis ◽  
Research Methodology ◽  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Insulin Pump ◽  
Doctoral Student ◽  
Phenomenological Analysis ◽  
Effective Strategy

We reflect on our process of working with an adapted framework as an effective strategy for analyzing and interpreting the results of our qualitative study on the lived experiences of insulin pump trainers. Interpretative Phenomenological Analysis (IPA) was applied as the overarching research methodology and was encapsulated into a framework adapted from Bonello and Meehan (2019) and from Chong (2019). We describe this framework as the “embodiment of discovery” to posit the researcher’s tangible experience of discovering the meaning of data that also brought transparency to the researcher’s process for data analysis and interpretation. We present challenges the doctoral student researcher experienced working with the framework through three phases and various steps performed during the analysis. We recommend the framework may assist novice researchers as a tool for wayfinding and scoping the structure of data analysis and interpretation. We conclude that novice researchers should not fear finding their “embodiment of discovery” in adapting creative or alternate methods for qualitative analysis.

The Unsettling Feminism(s) Unconference

Affilia ◽  
2011 ◽  
Vol 26 (4) ◽  
pp. 357-366 ◽  
Author(s):  
Bharati Sethi
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Doctoral Student ◽  
Multiple Identities ◽  
Education Practice ◽  
Work Education ◽  
Intellectual Creativity ◽  
Academic Conferences

In this article, the author shares her experiences as a doctoral student at the Unsettling Feminism(s) conference in Chicago. She argues that this unconference forced her to question how the academy conceives of “academic conferences” as venues of student–professional development. From the perspective of a racialized woman, an immigrant, a scholar, and a person with a disability, such professional gatherings that honor social workers’ and researchers’ multiple identities and offer valued spaces for marginalized stories to be told and heard can be personally and professionally transformative. The author uses the metaphor of an elephant in the room to argue that even though it may be unsettling, the academy must be willing to risk uncomfortable dialogues to advance social work education, practice, and research and to enhance students’ intellectual creativity.

University doctoral student: dissertation, preparation for defense, personal organization

2022 ◽  
Author(s):  
Semen Reznik
Keyword(s):  
Doctoral Students ◽  
Doctoral Student ◽  
Doctoral Dissertation ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Scientific Creativity ◽  
Doctoral Studies ◽  
Distinctive Features ◽  
Content System ◽  
The University

The practical manual discusses the content, system and technologies of training in doctoral studies of higher educational institutions. Special attention is paid to the distinctive features of the dissertation for the degree of Doctor of Sciences and the analysis of the requirements for a doctoral dissertation. The issues of methodology of scientific creativity at the level corresponding to the doctoral dissertation are highlighted, recommendations on writing, design and defense of the dissertation are presented. Considerable attention is paid to the issues of personal organization and planning of the activities of doctoral students and all those who seek to write and defend a doctoral dissertation. For doctoral students and applicants for the degree of Doctor of Sciences, scientific consultants of doctoral students, heads of departments of the university responsible for the training of scientific and pedagogical personnel.

scholarly journals DOING AGING IN PLACE IN AN AGE-FRIENDLY CITY: AN APERTURE TO THE LIVED EXPERIENCES OF OLDER SAN FRANCISCANS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S26-S26
Author(s):  
Jarmin C Yeh
Keyword(s):  
Older Adults ◽  
Lived Experience ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Aging In Place ◽  
Multiple Identities ◽  
Macro Level ◽  
Community Initiatives ◽  
Age In Place ◽  
Distribution Of Resources

Abstract Aging in place finds meaning through the quotidian. The mundanity of this work is the crux of its poignancy. This phenomenological study utilizes photovoice to explore how older adults manage to age in place in an age-friendly city. By interrogating micro- and macro-level realities, this study elicits the strategies seventeen informants use, including how their multiple identities and positionalities become implicated in the process of negotiating and navigating everyday environs, their acts of resistance and resilience, their articulations of hope or pressure to manage the future, as well as the risks and opportunities they encounter and the conditions shaping them, such as urbanization, discrimination, and distribution of resources between generations and groups. To "see" how informants do the “doing” of aging in place has implications for age-friendly community initiatives. It helps to capture the sociality of aging and demonstrates the way the materiality of inequality is sown through lived experience.

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

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.

scholarly journals How Are Forcibly Displaced People Affected by the COVID-19 Pandemic Outbreak? Evidence From Brazil

2021 ◽  
pp. 000276422110004
Author(s):  
Patrícia Nabuco Martuscelli
Keyword(s):  
Social Identity ◽  
Lived Experiences ◽  
Rio De Janeiro ◽  
Global South ◽  
Sao Paulo ◽  
Multiple Identities ◽  
Social Identities ◽  
Access To Information ◽  
Displaced People ◽  
New Challenges

Refugees tend to be a neglected population during health emergencies. This article studies how the COVID-19 pandemic outbreak in Brazil affected forcibly displaced people considering their intersectional multiple identities. I conducted 29 semistructured phenomenological interviews with refugees living in the states of São Paulo and Rio de Janeiro between March 27 and April 06, 2020. These states’ governors closed nonessential services and schools. The results indicate that refugees face three challenges connected to this pandemic: (a) same challenges as Brazilians due to their labor vulnerability social identity, (b) challenges aggravated by the pandemic due to their identity of nonnationals including access to information and services, and (c) new challenges due to their social identity of forced displaced nonnationals including closing of migration services and borders and the feeling of “living the pandemic twice.” This research contributes to the literature of intersectionality and asylum by understanding how refugees in the Global South are affected by pandemics and responses to them, considering their own lived experiences and multiple social identities.

scholarly journals Supervisor Roles for the Doctoral Student’s Development into Independent Researcher

Pedagogika ◽  
2017 ◽  
Vol 125 (1) ◽  
pp. 5-20
Author(s):  
Giedrė Tamoliūnė ◽  
Margarita Teresevičienė
Keyword(s):  
Doctoral Students ◽  
Doctoral Student ◽  
Research Field ◽  
Doctoral Studies ◽  
Doctoral Study ◽  
Research Results ◽  
New Ideas ◽  
Study Process ◽  
The University ◽  
Depth Interviews

Doctoral education is one of the primary resources for the development and implementation of new knowledge and innovation across the Europe. Therefore, the implementation of doctoral studies and preparation and training of junior academics and researchers are seen as one of  the main aims and missions of the University. Doctoral studies differ from other study levels in principle as they accentuate students’ distinguished autonomy and independency when the scientific supervisor is mentor and assistant more than a knowledge provider and student is taking more responsibility to become an independent researcher. This article presents short theoretical overview of different roles of scientific supervisor and results of in-depth interviews with doctoral students that reveal experiences of collaboration with supervisors as well as their roles that appear during the doctoral study process. Research results revealed that when collaborating with doctoral students, supervisors get involved mainly in activities that are directly related to preparation of doctoral thesis, i.e. provide consultations on research topic development, encourage students to be critical about their own work and search for new insights or perspectives, and generate new ideas together with doctoral student. However, according to the research results, supervisor’s roles in other organisational issues are less relevant, especially when talking about enculturation, where supervisor is expected to help doctoral student to integrate into local and public academic society, join international associations or research groups or have consultations with experts from the research field.

scholarly journals Kształcenie w szkołach doktorskich a opłaty

2020 ◽  
Vol 25 (4) ◽  
pp. 35-44
Author(s):  
Przemysław Brzuszczak ◽  
◽  
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Outcomes ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Prima Facie ◽  
Recruitment Process ◽  
Doctoral Studies ◽  
Legislative Amendments

This article discusses the issue of fees that may be charged to doctoral students at doctoral schools. In compliance with Article 198 par. 8 of the Act – the Law on Higher Education and Science: “Doctoral education shall not be subject to fees.” This regulation may be prima facie interpreted as excluding the possibility of charging any fees to doctoral students at doctoral schools. However, this is an oversimplification. Whereas, indeed, any activities directly related to the education of doctoral students should be free of charge, doubts arise with regard to other types of fees enumerated in Article 79 of the referred Act. And so, in literature there is a consensus that three admissible types of fees potentially paid by doctoral students are those referred to in Article 79 par. 2 points 1–2 and 6 that is those charged for conducting the recruitment process (point 1), carrying out the verification of learning outcomes (point 2), using student dormitories and canteens (point 6). The interpretation of the regulations concerning fees in the entities running doctoral schools should not have an extensive or implicit character. Thus, in this context the objective scope of these regulations seems to be relatively narrow. In the practice of doctoral schools’ functioning, a certain problem, although potentially probably small, may prove to be the legislator’s waiver as of 1 October 2019 (as opposed to the fees charged at the hitherto doctoral studies) of fees due to repeating by a doctoral student of classes due to unsatisfactory academic performance and while issuing copies of certain documents. A lack of relevant provisions at a statutory level excludes charging fees in a situation when a doctoral student achieves unsatisfactory grades from taken classes or repeatedly loses such documents as, for instance, a doctoral student’s ID card, a student book, diplomas and copies thereof, supplements to diplomas. Therefore, the author postulates de lege ferenda relevant legislative amendments.

scholarly journals Towards Nuanced Understandings of the Identities of EAL Doctoral Student Writers

2020 ◽  
Vol 10 (1) ◽  
pp. 75-86
Author(s):  
Britta Schneider ◽  
Shem Macdonald
Keyword(s):  
Cultural Differences ◽  
Doctoral Student ◽  
Language Barriers ◽  
Multiple Identities ◽  
Student Writers ◽  
Subject Positions ◽  
Student Identities ◽  
Spoken Interaction ◽  
Linguistic Framework

The construct of identity in the space of English as an Additional Language (EAL) Higher Degree by Research (HDR) writing has been widely researched with studies exploring students’ identities as constructed through and in the process of writing. However, these studies are often presented in ways that focus on the challenges the writers face citing language barriers and cultural differences and ascribing these students “closed subject positions” with “limited ways of talking about themselves” (Koehne, 2005, p. 118). In response to such deficit views, various studies have explored the multiple and varied identities of HDR EAL as evident in their written reflections and other work, offering a wider range of views. We argue that there is a need for additional nuanced views of these student identities and how they are formed. In this paper we demonstrate how these can be gained by examining student identities as they emerge through spoken interaction. Applying a sociocultural linguistic framework that understands identities as emerging, situationally and relationally dependent (Bucholtz & Hall, 2005), we report how two students formed identities for themselves by talking to us about their experiences of writing using EAL. Our analysis provides nuanced understandings of the multiple identities of EAL HDR students that move beyond the deficit ones we were, and still are, frequently hearing in institutional discourses and demonstrates how the application of this framework can help articulate richness, variety and resourcefulness and challenge essentialised identities of EAL doctoral student writers.

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