Grounded in the suggestion by Rhoten and Pfirman (2007) that the core practices of interdisciplinary research were embedded with gendered properties and thereby held the potential to offer more welcoming spaces for women’s participation and advancement in scientific fields, this study investigated how women PhD students’ participation in the specific context of interdisciplinary training programs influenced their educational and professional socialization. Narrative inquiry methodology guided in-depth interviews with 19
women PhD students who were participating in one of three National Science Foundation-funded Integrative Graduate Education and Research Traineeship (IGERT) programs at three research universities in the greater Northeast region of the United States. Overall, study findings illuminated ways in which interdisciplinary socialization contributed to the participants’ experiences as PhD students and informed their personal, academic, and professional growth and future goals. Key findings highlighted the ways in which four modes of interdisciplinary practice–cross-fertilization, team-collaboration, problem-orientation, and field-creation–operated in an interdisciplinary doctoral student socialization environment. Findings also illuminated the existence of a highly experiential and epistemological dimension of processing interdisciplinary socialization experiences derived expressly from the standpoints of women doctoral students through which women made sense of, critically considered, and reclaimed interdisciplinarity.
Theoretical implications for feminist standpoint theory, gendered socialization theory, and the theory of academic capitalism are discussed in light of the findings. Additional implications are outlined for the education and training of doctoral students that highlight practical suggestions grounded in this study’s findings for universities; governmental and other funding bodies and policy-making agencies; doctoral programs and departments; women and other populations of doctoral students; and communities around the world where interdisciplinary approaches to problem-solving are critical to advancing human, environmental, and technological adaptability and sustainability. Finally, several valuable lines of future research that would further understanding of student outcomes in interdisciplinarity doctoral education, faculty work, and university organization are proposed.
|Commitee:||Dee, Jay R., Holley, Karri A.|
|School:||University of Massachusetts Boston|
|Department:||Higher Education (PhD)|
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Higher education, Higher Education Administration|
|Keywords:||Doctoral education, Doctoral student socialization, Interdisciplinary training, Women in STEM|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be