Where have all the students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the PH.D.
By Abbe H. Herzig. 2002
104 citations recorded by the source corpus.
Subfields: Education, General Health Professions
View Paper: https://www.semanticscholar.org/paper/15c3288da6c7d3721feb41064f053232ff9126b6
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Amanda J. Rockinson-Szapkiw
- Lucinda S. Spaulding
- Sarah Earl‐Novell
- E. Walker
- Viveka Borum
- Abbe H. Herzig
- Rachael D. Robnett
In General Health Professions
- Amanda J. Rockinson-Szapkiw
- Lucinda S. Spaulding
- E. Walker
- Sarah Earl‐Novell
- Viveka Borum
- Abbe H. Herzig
- Susan K. Gardner
- Rachael D. Robnett
Citations in the corpus
- Hearing their voices: Factors doctoral candidates attribute to their persistence (2012, methodology): “Prior research has focused specifically on women (Castro, Garcia, Cavazos, & Castro, 2011; Maher et al., 2004), mathematics doctoral students (Earl-Novell, 2006; Herzig, 2002), counselor education students (Hoskins & Goldberg, 2005), and students who have withdrawn (Golde, 2005).”
- Determining the Extent to Which Program Structure Features and Integration Mechanisms Facilitate or Impede Doctoral Student Persistence in Mathematics (2006, background): “As such, there are a number of mechanisms that serve to facilitate integration into a department such as availability of office space, effective mentoring schemes, type of financial support, teaching opportunities, and a good working relationship with advisor (Golde, 2000; Herzig, 2002 ).”
- Becoming Mathematicians: Women and Students of Color Choosing and Leaving Doctoral Mathematics (2004, background): “Mentors within graduate school can be particularly valuable in providing moral support and encouragement (Cooper, 2000; Herzig, 2002; Hollenshead et al., 1994) and advice on how to negotiate the system (Etzkowitz et al.”
- What Makes the Difference? Black Women's Undergraduate and Graduate Experiences in Mathematics (2012, background): “As studies suggest, mentoring seems to be a leading component in retaining women in graduate programs in mathematics (Fields, 1998; Herzig, 2002).”
- ‘Slaughtering this beautiful math’: graduate women choosing and leaving mathematics (2004, background): “Students who left graduate school have said that if their advisors or other faculty had been more supportive and sensitive, they might have been more inclined to stay (Lovitts, 1996; Herzig, 2002).”