Social Work Dissertation Committee Chairs’ Perceptions of Their Role

References

• Acker, S., & Armenti, C. (2004). Sleepless in academia. Gender & Education, 16(1), 3–24. doi:10.1080/0954025032000170309
   Web of Science ®Google Scholar
• Anastas, J. (2012). Doctoral education in social work. New York, NY: Oxford University Press.
   Google Scholar
• Barnes, B. J., & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective. Innovative Higher Education, 33, 297–315. doi:10.1007/s10755-008-9084-x
   Google Scholar
• Barsky, A., Green, D., & Ayayo, M. (2014). Hiring priorities for BSW/MSW programs in the United States: Informing doctoral programs about current needs. Journal of Social Work, 14, 62–82. doi:10.1177/1468017313476772
   Web of Science ®Google Scholar
• Bender, K., & Windsor, L. C. (2010). The four Ps of publishing: Demystifying publishing in peer-reviewed journals for social work doctoral students. Journal of Teaching in Social Work, 30, 147–158. doi:10.1080/08841231003697999
   Google Scholar
• Berger, R. (2015). Challenges and strategies in social work and social welfare PhD education: Helping candidates jump through the dissertation hoops. Journal of Teaching in Social Work, 35, 166–178. doi:10.1080/08841233.2014.973548
   Web of Science ®Google Scholar
• Blum, L. D. (2010). The “all-but-the-dissertation” student and the psychology of the doctoral dissertation. Journal of College Student Psychotherapy, 24), 74–85. doi:10.1080/87568220903558554
   Google Scholar
• Bozeman, B., & Feeney, M. K. (2007). Toward a useful theory of mentoring: A conceptual analysis and critique. Administration & Society, 39, 719–739. doi:10.1177/0095399707304119
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Burkard, A. W., Knox, S., DeWalt, T., Fuller, S., Hill, C., & Schlosser, L. Z. (2014). Dissertation experiences of doctoral graduates from professional psychology programs. Counselling Psychology Quarterly, 27, 19–54. doi:10.1080/09515070.2013.821596
   Google Scholar
• Carlin, D. B., & Perlmutter, D. (2006). Advising the new adviser. Chronicle of Higher Education, 53(3), 66.
   Google Scholar
• Collins, P. (2000). Black feminist thought (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Council on Social Work Education. (2016). 2015 annual statistics on social work education. Retrieved from http://cswe.org/CentersInitiatives/DataStatistics/ProgramData/94115.aspx
   Google Scholar
• Davis, A., & Livingstone, A. (2016). Sharing the stories of racism in doctoral education: The anti-racism project. Journal of Teaching in Social Work, 36, 197–215. doi:10.1080/08841233.2016.1147521
   Web of Science ®Google Scholar
• Davis, A., & Naumburg, C. (2012). From diapers to dissertations: Students’ experiences of new motherhood while enrolled in social work doctoral programs. Perspectives in Social Work, 9(1), 47–55.
   Google Scholar
• de Saxe Zerden, L., Ilinitch, T. L., Carlston, R., Knutson, D., Blesdoe, B. E., & Howard, M. O. (2015). Social work faculty development: An exploratory study of non-tenure-track women faculty. Journal of Social Work Education, 51, 738–753. doi:10.1080/10437797.2015.1076284
   Web of Science ®Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage.
   Google Scholar
• Dortch, D. (2016). The strength from within: A phenomenological study examining the academic self-efficacy of African American women in doctoral studies. Journal of Negro Education, 85, 350–364. doi:10.7709/jnegroeducation.85.3.0350
   Google Scholar
• Ehrenberg, R. G., Zuckerman, H., Groen, J. A., & Brucker, S. M. (2009). Educating scholars: Doctoral education in the humanities. Princeton, NJ: Princeton University Press.
   Google Scholar
• Gardner, S. K. (2008). Fitting the mold of graduate school: A qualitative study of socialization in doctoral education. Innovative Higher Education, 33, 125–138. doi:10.1007/s10755-008-9068-x
   Google Scholar
• Ghose, T., Ali, S., & Keo-Meier, B. (2017). Diversity in social work doctoral programs: Mapping the road ahead. Research on Social Work Practice. Advance online publication. doi: 10.1177/1049731517710725.
   Web of Science ®Google Scholar
• Gilmore, J. A., Wofford, A. M., & Maher, M. A. (2016). The flip side of the attrition coin: Faculty perceptions of factors supporting graduate student success. International Journal of Doctoral Studies, 11, 419–439.
   Google Scholar
• Grant, C. L., & Tomal, D. R. (2015). Guiding social work doctoral graduates through scholarly publications and presentations. Journal of Teaching in Social Work, 35, 179–196. doi:10.1080/08841233.2014.980024
   Web of Science ®Google Scholar
• Guarino, C., & Borden, V. (2016). Faculty service loads and gender: Are women taking care of the academic family? (Discussion Paper No. 10010). Bonn, Germany: Institute for the Study of Labor.
   Google Scholar
• Hasche, L. K., Perron, B. E., & Proctor, E. K. (2009). Making time for dissertation grants: Strategies for social work students and educators. Research on Social Work Practice, 19, 340–350.
   PubMed Web of Science ®Google Scholar
• Holloway, E. L., & Alexandre, L. (2012). Crossing boundaries in doctoral education: Relational learning, cohort communities, and dissertation committees. New Directions for Teaching and Learning, 131, 85–97. doi:10.1002/tl.v2012.131
   Google Scholar
• Jordan, J. (2008). Learning at the margin: New models of strength. Women & Therapy, 31, 189–208. doi:10.1080/02703140802146365
   Web of Science ®Google Scholar
• Joyce, P. A. (2016). “The thing itself”: Using literary criticism techniques in teaching qualitative research through dissertation advising. Qualitative Social Work, 15, 407–413. doi:10.1177/1473325015618774
   Web of Science ®Google Scholar
• Kamler, B., & Thomson, P. (2008). The failure of dissertation advice books: Toward alternative pedagogies for doctoral writing. Educational Researcher, 37, 507–514. doi:10.3102/0013189X08327390
   Web of Science ®Google Scholar
• Liechty, J. M., Liao, M., & Schull, C. P. (2009). Facilitating dissertation completion and success among doctoral students in social work. Journal of Social Work Education, 45, 481–497. doi:10.5175/JSWE.2009.200800091
   Web of Science ®Google Scholar
• Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Lovitts, B. E. (2008). The transition to independent research: Who makes it, who doesn’t, and why. Journal of Higher Education, 79, 296–325. doi:10.1080/00221546.2008.11772100
   Web of Science ®Google Scholar
• Mackie, P. F. E. (2013). Hiring social work faculty: An analysis of employment announcements with special focus on rural and urban differences and 2008 EPAS implications. Journal of Social Work Education, 49, 733–747. doi:10.1080/10437797.2013.812906
   Web of Science ®Google Scholar
• Maher, M. A., Ford, M. E., & Thompson, C. M. (2004). Degree progress of women doctoral students: Factors that constrain, facilitate, and differentiate. Review of Higher Education, 27, 385–408. doi:10.1353/rhe.2004.0003
   Web of Science ®Google Scholar
• Miller, J. B. (1986). What do we mean by relationships? (Work in Progress No. 22). Wellesley, MA: Stone Center.
   Google Scholar
• Mirick, R. G., Wladkowski, S., & Davis, A. (2017). Understanding sampling and recruitment in social work dissertation research. Advances in Social Work, 18, 415–436. doi:10.18060/21167
   Google Scholar
• Mirick, R. G, & Wladkowski, S. P. (2018). Pregnancy, motherhood, and academic career goals: Doctoral students’ perspectives. Affilia, 33(2), 253–269. doi:10.1177/0886109917753835
   Web of Science ®Google Scholar
• O’Meara, K., Knudsen, K., & Jones, J. (2013). The role of emotional competencies in faculty-doctoral student relationships. Review of Higher Education, 36, 315–347. doi:10.1353/rhe.2013.0021
   Web of Science ®Google Scholar
• Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11, 15–34. doi:10.28945/2347
   Google Scholar
• Reybold, L. E., Brazer, S. D., Schrum, L., & Corda, K. W. (2012). The politics of dissertation advising: How early career women faculty negotiate access and participation. Innovative Higher Education, 37, 227–242. doi:10.1007/s10755-011-9200-1
   Google Scholar
• Spaulding, L. S., & Rockinson-Szapkiw, A. J. (2012). Hearing their voices: Factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, 7, 199–219. doi:10.28945/1589
   Google Scholar
• Stallone, M. N. (2011). Factors associated with student attrition and retention in an educational leadership doctoral program. Journal of College Teaching & Learning, 1(6), 17–24.
   Google Scholar
• Turner, G. W., & Crane, B. (2016). Teaching and learning qualitative methods through the dissertation advising relationship: Perspectives from a professor and a graduate. Qualitative Social Work, 15, 346–362. doi:10.1177/1473325015626260
   Web of Science ®Google Scholar
• West, I. J., Gokalp, G., Peña, E. V., Fischer, L., & Gupton, J. (2010). Exploring effective support practices for doctoral students’ degree completion. College Student Journal, 45, 310–323.
   Google Scholar
• Whitaker, T., Weismiller, T., & Clark, E. (2006). Assuring the sufficiency of a frontline workforce: A national study of licensed social workers. Executive summary. Washington, DC: National Association of Social Workers.
   Google Scholar