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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. Recommendations 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. [ABSTRACT FROM AUTHOR]

The purpose of this study is to gain an understanding of the experiences of women that lead them to pursue a Ph.D in Counseling, as well a study of their experiences in their doctoral program. The goal of this study is to identify those factors related to womenThe purpose of this study is to gain an understanding of the experiences of women that lead them to pursue a Ph.D in Counseling, as well a study of their experiences in their doctoral program. The goal of this study is to identify those factors related to womenThe purpose of this study is to gain an understanding of the experiences of women that lead them to pursue a Ph.D in Counseling, as well a study of their experiences in their doctoral program. The goal of this study is to identify those factors related to women's academic success. This study applies the resiliency and emotional intelligence (EI) framework to analyze the subjects' experi-ences. Another construct related to EI and resilience, Antonovsky's (1987) theory of coherence, is employed to explain the way in which the subjects converted negative external factors into achievement motivation. A three and a half hour focus group, facilitated by an open-ended ques-tionnaire, was audio-recorded, transcribed, and analyzed independently by the four researchers. The results found two overarching themes, consistent with previous research by Amini et al. (2008): (a) attributes, attitudes, and motivation and (b) extrinsic supportive factors. Another theme uncovered in this study was the impact of (c) negative external factors. The paper concludes with a discussion of these findings, suggestions for future research, and ideas for ways in which doctoral programs and faculty can promote the success of female doctoral students. s academic success. This study applies the resiliency and emotional intelligence (EI) framework to analyze the subjects' experi-ences. Another construct related to EI and resilience, Antonovsky's (1987) theory of coherence, is employed to explain the way in which the subjects converted negative external factors into achievement motivation. A three and a half hour focus group, facilitated by an open-ended ques-tionnaire, was audio-recorded, transcribed, and analyzed independently by the four researchers. The results found two overarching themes, consistent with previous research by Amini et al. (2008): (a) attributes, attitudes, and motivation and (b) extrinsic supportive factors. Another theme uncovered in this study was the impact of (c) negative external factors. The paper con-cludes with a discussion of these findings, suggestions for future research, and ideas for ways in which doctoral programs and faculty can promote the success of female doctoral students. s academic success. This study applies the resiliency and emotional intelligence (EI) framework to analyze the subjects' experi-ences. Another construct related to EI and resilience, AntonovskyThe purpose of this study is to gain an understanding of the experiences of women that lead them to pursue a Ph.D in Counseling, as well a study of their experiences in their doctoral program. The goal of this study is to identify those factors related to women's academic success. This study applies the resiliency and emotional intelligence (EI) framework to analyze the subjects' experiences. Another construct related to EI and resilience, Antonovsky's (1987) theory of coherence, is employed to explain the way in which the subjects converted negative external factors into achievement motivation. A three and a half hour focus group, facilitated by an open-ended questionnaire, was audio-recorded, transcribed, and analyzed independently by the four researchers. The results found two overarching themes, consistent with previous research by Amini et al. (2008): (a) attributes, attitudes, and motivation and (b) extrinsic supportive factors. Another theme uncovered in this study was the impact of (c) negative external factors. The paper concludes with a discussion of these findings, suggestions for future research, and ideas for ways in which doctoral programs and faculty can promote the success of female doctoral students. s (1987) theory of coherence, is employed to explain the way in which the subjects converted negative external factors into achievement motivation. A three and a half hour focus group, facilitated by an open-ended ques-tionnaire, was audio-recorded, transcribed, and analyzed independently by the four researchers. The results found two overarching themes, consistent with previous research by Amini et al. (2008): (a) attributes, attitudes, and motivation and (b) extrinsic supportive factors. Another theme uncovered in this study was the impact of (c) negative external factors. The paper con-cludes with a discussion of these findings, suggestions for future research, and ideas for ways in which doctoral programs and faculty can promote the success of female doctoral students. [ABSTRACT FROM AUTHOR]

What predicts academic success during graduate school? What are the experiences of graduate students in terms of happiness, stress level, relationships in the program, and feelings of autonomy/competence? Responses from 3,311 graduate students from all psychological disciplines in the US and Canada were collected to answer questions involving (1) the relationship between student-level variables and department/school rankings (US News & World Report, Carnegie Foundation, National Research Council), (2) the determinants of important student-level variables such as number of publications, posters, and life satisfaction, and (3) examining the variables year-by-year in the program to explain changes over time at different points in the graduate career. Results reveal the degree to which certain aspects of higher ranked departments/schools impact student achievements such as number of publications and teaching experience. The results also reveal a unique year-by-year progression including a consistent decrease of happiness for every year in graduate school. While the findings were collected in psychology, the answers to these questions may resonate with graduate students across disciplines that are experiencing similar forces that characterize the graduate school experience. The results can also inform current conversations about the direction of higher education and the value of the graduate school experience. [ABSTRACT FROM AUTHOR]

Doctoral attrition consistently hovers around 50% with relevant literature identifying several mediating factors, including departmental culture, student demographics, and funding. To advance this literature, we interviewed 38 graduate faculty advisors in science, engineering, or mathematics disciplines at a research-extensive university to capture their perceptions of factors supporting graduate student success. Using a constant-comparison method, we found that faculty perceptions aligned within three major categories, termed: motivated student behaviors, formative student learning experiences, and essential student knowledge and skills. Student motivation was most prominently represented in findings. This aligns with prior studies showing that faculty tend to identify the cause of graduate student failure as lying within the students themselves and rarely discuss their role or the department's contribution to attrition. Thus findings offer an opportunity to reflect and improve upon practice. The study also highlights actions graduate students can take to increase success, such as developing collegial relationships and early involvement in research and scholarly writing. We encourage graduate faculty advisors and others to identify ways to help graduate students overcome common obstacles to enduring and succeeding within graduate programs. Faculty perceptions are also examined by discipline and faculty rank, and directions for future research are offered. [ABSTRACT FROM AUTHOR]