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    Barriers to completing degrees for UAF Ph.D. students

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    Whitaker_H_2021.pdf
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    Author
    Whitaker, Hannah L.
    Chair
    Gifford, Valerie
    Committee
    Renes, Susan
    Carr, Kiana
    Keyword
    Doctoral students
    Social conditions
    Economics
    Minorities
    Graduate education
    Racism in higher education
    Mentoring in education
    Alaska Native college students
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/12924
    Abstract
    A student faces several challenges when working towards a doctoral degree. Previous research has demonstrated that discrimination, lack of support, poor mentorship, funding issues, mental health concerns, and minority stress are barriers to degree completion. The available research also suggests that these difficulties are especially challenging for underrepresented students. Although universities are currently attempting to mitigate certain of these barriers, more can be done to understand the doctoral experience as a way of supporting students. Focus groups were conducted for this thesis to explore the barriers, strengths, and advice for others that doctoral students have at the University of Alaska Fairbanks. Key findings of this study included racism, discrimination, and funding as the primary barriers to degree engagement and completion. The results also suggested the importance of effective mentorship and community support for doctoral students. Implications for students, staff and faculty, and universities are discussed. This information is important in creating a more productive and inclusive environment for doctoral students at UAF.
    Description
    Thesis (M.Ed.) University of Alaska Fairbanks, 2021
    Table of Contents
    Chapter one: Introduction -- Background of the problem -- Current understanding of the problem -- Potential benefits of this study -- Conclusion. Chapter two: Literature review -- Representation in doctoral programs -- Discrimination -- Microaggression -- Lack of support -- Support for international students during the COVID-19 pandemic -- Lack of role models and effective mentorship -- Financial challenges -- Mental health concerns -- Minority stress in doctoral programs -- Model minority stress -- Managing cultural responsibilities and loss of culture -- Strengths -- Mitigating barriers -- Conclusion. Chapter 3: Methods -- Institutional review board process -- Research team -- Research paradigm and tradition -- Participants and procedures -- Semi-structured focus group discussions -- Data collection/analysis -- Strategies for trustworthiness. Chapter four: Results -- Demographic information -- Themes -- Strengths -- Community/relationships -- Having funding -- Mentorship -- Barriers -- Racism and discrimination -- Lack of funding -- Poor mentorship -- Teaching methods -- Structure -- Amount of work -- Lack of community -- Advice -- Build and maintain healthy relationships -- Be true to self -- Self-advocacy -- Establishing a contract -- Attend training -- Be respectful -- Be honest and responsive -- Final results. Chapter five: Discussion -- Racism and discrimination -- Funding concerns -- Importance of mentorship -- Community support -- Implications and recommendations -- Students -- Faculty -- Universities -- Limitations -- Future research -- Conclusion -- References -- Appendices.
    Date
    2021-12
    Type
    Thesis
    Collections
    Counseling

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