Experiences of Pregnant and Parenting Female Students in Social Work Doctoral Programs

References

• Anastas, J. W., & Kuerbis, A. N. (2009). Doctoral education in social work: What we know and what we need to know. Social Work, 54(1), 71–81. https://doi.org/10.1093/sw/54.1.71
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2012). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Brown, L., & Watson, P. (2010). Understanding the experiences of female doctoral students. Journal of Further and Higher Education, 34(3), 385–404. https://doi.org/10.1080/0309877X.2010.484056
   Google Scholar
• CohenMiller, A. (2013). Motherhood in academia: A grounded theory pilot study of online texts. The Researcher, 25(1), 47–66.
   Google Scholar
• Council on Social Work Education. (2018). 2018 statistics on social work education in the United States A summary of the CSWE annual survey of social work programs. https://www.cswe.org/getattachment/Research-Statistics/2018-Statistics-on-Social-Work-Education-in-the-United-States-ver-2.pdf.aspx
   Google Scholar
• Davis, A., & Naumburg, C. (2013). From diapers to dissertations: Students’ experiences of new motherhood while enrolled in social work doctoral programs. Perspectives on Social Work, 9, 44–52. https://hdl.handle.net/10657/5204
   Google Scholar
• Drago, R., Colbeck, C. L., Stauffer, K. D., Pirretti, A., Burkum, K., Fazioli, J., & Hasbasevich, T. (2006). The avoidance of bias against caregiving: The case of academic faculty. American Behavioral Scientist, 19(9), 1222–1247. https://doi.org/10.1177/0002764206286387
   Google Scholar
• Drisko, J., Hunnicutt, C., & Berenson, L. (2015). A national content analysis of PhD program objectives, structures, and curricula: Do programs address the full range of social work’s needs?Journal of Teaching in Social Work, 35(1–2), 14–28. https://doi.org/10.1080/08841233.2014.986356.
   Google Scholar
• Gardner, S. K. (2009). Student and faculty attributions of attrition in high and low-competing doctoral programs in the United States. Higher Education, 58(1), 97–112. https://doi.org/10.1007/s10734-008-9184-7
   Web of Science ®Google Scholar
• Gerten, A. M. (2011). Moving beyond family-friendly policies for faculty mothers. Affilia, 26(1), 47–58. https://doi.org/10.1177/0886109910392532
   Web of Science ®Google Scholar
• Goulden, M., Frasch, K., & Mason, M. A. (2009). Staying competitive: Patching America’s leaky pipeline in the sciences. Berkley Center on Health, Economic, & Family Security, Center for American Progress.
   Google Scholar
• Group for the Advancement of Doctoral Education in Social Work. (2013). Quality guidelines for PhD programs in social work. http://www.gadephd.org/Portals/0/docs/GADE%20quality%20guidelines%20approved%204%2006%202013%20(2).pdf?ver=Zl_XG2yMrDbTNphddkocag%3d%3d
   Google Scholar
• Harrington, D., Petr, C. G., Black, B. M., Cunningham-Williams, R. M., & Bentley, K. J. (2014). Quality guidelines for social work PhD programs. Research on Social Work Practice, 24(3), 281–286. https://doi.org/10.1177/1049731513517145
   Web of Science ®Google Scholar
• Hill, M. S., Nash, A., & Citera, M. (2011). Parenthood in academia: What happens when there is no policy? Wagadu: A Journal of Transnational Women’s and Gender Studies, 9, 113–139.
   Google Scholar
• Holley, K. A., & Caldwell, M. L. (2012). The challenges of designing and implementing a doctoral student mentoring program. Innovative Higher Education, 37(3), 243–253. https://doi.org/10.1007/s10755-011-9203-y
   Google Scholar
• Holley, L. C., & Young, D. S. (2005). Career decisions and experiences of social work faculty: A gender comparison. Journal of Social Work Education, 41(2), 297–313. https://doi.org/10.517/JSWE.200303115
   Web of Science ®Google Scholar
• Holm, J. M., Prosek, E. A., & Godwin Weisberger, A. C. (2015). A phenomenological investigation of counseling doctoral students becoming mothers. Counselor Education and Supervision, 54(1), 2–16. https://doi.org/10.1002/j.1556-6978.2015.00066.x
   Web of Science ®Google Scholar
• Israel, A. L., Butler, T. D., & Garcia, R. A. (2017). An exploratory qualitative study of work-life balance experiences of mothers in doctoral programs. Journal of Student Affairs, 27, 51–62.
   Google Scholar
• Jackson, S. M., Hillard, A. L., & Schneider, T. R. (2014). Using implicit bias training to improve attitudes toward women in STEM. Social Psychology of Education, 17(3), 419–438. https://doi.org/10.1007/s11218-014-9259-5
   Web of Science ®Google Scholar
• Jones, K. P., King, E. B., Gilrane, V. L., McCausland, T. C., Cortina, J. M., & Grimm, K. J. (2016). The baby bump: Managing a dynamic stigma over time. Journal of Management, 42(6), 1530–1556. https://doi.org/10.1177/0149206313503012
   Web of Science ®Google Scholar
• Katz, C. C., Elsaesser, C., Vorhies, V., & Khare, A. (2019). Mentoring matters: An innovative approach to infusing mentorship in a social work doctoral program. Journal of Social Work Education, 55(2), 306–313. https://doi.org/10.1080/10437797.2018.1526729
   Web of Science ®Google Scholar
• Kent, V., Runyan, H., Savinsky, D., & Knight, J. (2020). Mentoring doctoral student mothers in counselor education: A phenomenological study. Professional Counselor, 10(4), 532–547. https://doi.org/10.15241/vk.10.4.532
   Google Scholar
• Liechty, J. M., Liao, M., & Schull, C. P. (2009). Facilitating dissertation completion and success of doctoral students in social work. Journal of Social Work Education, 45(3), 481–497. https://doi.org/10.5175/JSWE.2009.200800091
   Web of Science ®Google Scholar
• Lightfoot, E., & Beltran, R. (2016). The GADE guide: A program guide to doctoral study in social work. The Group for the Advancement of Doctoral Education in Social Work. https://www.gadephd.org/Portals/0/2019%20GADE%20Doctoral%20Director%20Survey%20Results.pdf?ver=2019-08-26-081404-240
   Google Scholar
• Martinez, E., Ordu, C., Della Sala, M. R., & McFarlane, A. (2013). Striving to obtain a school-work-life balance: The full-time doctoral student. International Journal of Doctoral Studies, 8(39), 039–059. https://doi.org/10.28945/1765
   Google Scholar
• Mason, M. A., Goulden, M., & Frasch, K. (2009). Why graduate students reject the fast track. Academe. https://www.aaup.org/article/why-graduate-students-reject-fast-track/#.XtUn8mhKgdU
   Google Scholar
• Mirick, R. G., & Wladkowski, S. (2018). Pregnancy, motherhood, and academic career goals: Doctoral students’ perspectives. Affilia, 33(2), 253–269. https://doi.org/10.1177/0886109917753835
   Web of Science ®Google Scholar
• Mirick, R. G., & Wladkowski, S. (2019). Making it work: Pregnant and parenting doctoral students’ attributions of persistence. Advances in Social Work, 19(2), 349–368. https://doi.org/10.18060/23220
   Google Scholar
• Mirick, R. G., & Wladkowski, S. (2020). Women’s experiences with parenting during doctoral education: Impact on career trajectory. International Journal of Doctoral Studies, 15(1), 89–109. https://doi.org/10.28945/4484
   Google Scholar
• Neale-McFall, C., & Ward, C. A. (2015). Factors contributing to counselor education doctoral students’ satisfaction with their dissertation chairperson. The Professional Counselor, 5(1), 185–203.
   Google Scholar
• Offerman, M. (2011). Profile of the nontraditional doctoral degree student. New Directions for Adult and Continuing Education, 2011(129), 21–30. https://doi.org/10.1002/ace.397
   Google Scholar
• Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcome. Research in Higher Education, 47(4), 451–476. https://doi.org/10.1007/s11162-005-9003-2
   Web of Science ®Google Scholar
• Petr, C. G., Harrington, D., Kim, K., Black, B., Cunningham-Williams, R. M., & Bentley, K. J. (2015). Quality indicators and expected outcomes for social work PhD programs: Perceptions of social work students, faculty, and administrators. Journal of Social Work Education, 51(4), 648–667. https://doi.org/10.1080/10437797.2015.1076272
   Web of Science ®Google Scholar
• Sakamoto, I., Anastas, J. W., McPhail, B. A., & Colarossi, L. G. (2008). Status of women in social work education. Journal of Social Work Education, 44(1), 37–62. https://doi.org/10.5175/JSWE.2008.200600103
   Web of Science ®Google Scholar
• Springer, K. W., Parker, B. K., & Leviten-Reid, C. (2009). Making space for graduate student parents: Practice and politics. Journal of Family Issues, 30(4), 435–457. https://doi.org/10.1177/0192513X08329293
   Web of Science ®Google Scholar
• Tower, L. E., Faul, A., Hamilton-Mason, J., Collins, W. L., & Gibson, P. (2014). Work/life fit: The intersection of developmental life cycle and academic life cycle. Affilia, 30(4), 519–532. https://doi.org/10.1177/0886109914555217
   Web of Science ®Google Scholar
• Tower, L. E., & Latimer, M. (2016). Cumulative disadvantage: Effects of early career childcare issues on faculty research travel. Affilia, 31(3), 317–330. https://doi.org/10.1177/0886109915622527
   Web of Science ®Google Scholar
• Trepal, H., Stinchfield, T., & Haiyasoso, M. (2014). Great expectations: Doctoral student mothers in counselor education. Adultspan Journal, 13(1), 30–45. https://doi.org/10.1002/j.2161-0029.2014.00024.x
   Google Scholar
• Wladkowski, S., & Mirick, R. G. (2019). Mentorship in doctoral education for pregnant and newly parenting doctoral students. Journal of Women and Gender in Higher Education, 12(3), 299–318. https://doi.org/10.1080/26379112.2019.1654394
   Google Scholar
• Wladkowski, S., & Mirick, R. G. (2020). Supports and recommendations for pregnant and newly parenting doctoral students in health professions. Journal of Social Work Education, 56(2), 312–326. https://doi.org/10.1080/10437797.2019.1656580
   Web of Science ®Google Scholar
• Wolf-Wendell, L., & Ward, K. (2015). Academic mothers: Exploring disciplinary perspectives. Innovative Higher Education, 40(1), 19–35. https://doi.org/10.1007/s10755-014-9293-4
   Google Scholar