The Politics of Dissertation Advising: How Early Career Women Faculty Negotiate Access and Participation
Faculty roles, Dissertation advising, Faculty socialization
Innovative Higher Education
Dissertation committees are complex social arenas that underscore expertise, image, and peer relationships—all of which affect professional identity and advancement. This study presents a sampling of how early career women faculty members learn about and negotiate their participation on dissertation committees. Research questions focused on participants’ concerns about the social and political aspects of participation viz à viz peer relationships and faculty rewards. We analyzed interview data using both holistic and constant comparative methods, resulting in a working model of active participation across three domains: knowledge, access, and membership. We also identified developmental trends of dissertation committee engagement across the early career.
Reybold, L. Earle; Brazer, S. David; Schrum, Lynne Ph.D; and Corda, Kirsten W., "The Politics of Dissertation Advising: How Early Career Women Faculty Negotiate Access and Participation" (2012). Fischler College of Education: Faculty Articles. 191.