Degree Progress of Women Doctoral Students: Factors that Constrain, Facilitate, and Differentiate

By M. Maher, M. Ford, C. Thompson. 2004

235 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/54a145a57e1cf4b23ce5e932d6b07c21837412c5

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Citations in the corpus

An Exemplar for Combining the Collection, Analysis, and Interpretations of Verbal and Nonverbal Data in Qualitative Research (2014, background): “Although this research was limited to a single case, we do see similarities between Ellie’s account of her challenges and benefits and those reported by other researchers, such as competing responsibilities due to identities and increased confidence (Leonard et al., 2005; Maher et al., 2004).”
Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States (2009, background): “, Clark and Corcoran 1986; Lovitts 2001; Nettles and Millett 2006), attrition and gender (e.g., Berg and Ferber 1983; Herzig 2004b; Maher et al. 2004), attrition and race (e.”
Hearing their voices: Factors doctoral candidates attribute to their persistence (2012, methodology): “…generated from this study generally reinforce prior research, most studies on doctoral persistence have been conducted with the purpose of improving institutional structures and program outcomes (see Golde, 2005; Herzig, 2002; Maher et al., 2004; McAlpine & Norton, 2006; Terrell et al., 2009).”
Factors that influence PhD candidates’ success: the importance of PhD project characteristics (2019, background): “Non-existent, little, or poor academic support is related to dissatisfaction, longer completion times, and even dropout (Devos et al. 2015; Maher, Ford, and Thompson 2004; Van de Schoot et al. 2013).”
Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes (2006, background): “In doctoral student samples, those who reported having a mentor had a more positive overall evaluation of their graduate school experience (Lyons and Scroggins, 1990), and finding a particular faculty mentor was part of the profile of early-finishing female doctoral students (Maher et al., 2004).”
Doctoral Advising or Mentoring? Effects on Student Outcomes (2012, background): “For example, Maher, Ford and Thompson ( 2004 ) reported that female “early finishers” report having a supportive doctoral advisor.”
Characteristics that Matter Most: Doctoral Students' Perceptions of Positive and Negative Advisor Attributes. (2010, background): “Maher, Ford, and Thompson (2004) examined factors that differentiated women who were early degree completers (completed degree in 4.25 years) and late degree completers (competed in 6.75 years).”
A Mixed Research Investigation of Factors Related to Time to the Doctorate in Education (2011, methodology): “…as part of quantitative studies, for instance, as a means to facilitate instrument development (e.g., preceding a survey with a focus groups, Maher et al., 2004), as a complement to the quantitative component (e.g., Ferrer de Valero, 2001), or in the form of open-ended items included in a…”