Hostname: page-component-cb9f654ff-mnl9s Total loading time: 0 Render date: 2025-08-22T10:29:22.608Z Has data issue: false hasContentIssue false
  • English
  • Français

Success in Graduate School and After: Survey Results fromthe Midwest Region, Part III

Published online by Cambridge University Press:  25 April 2006

Vicki L. Hesli ,
Jacqueline DeLaat ,
Jeremy Youde ,
Jeanette Mendez  and
Sang-shin Lee
Vicki L. Hesli
Affiliation:
University of Iowa
Jacqueline DeLaat
Affiliation:
Marietta College
Jeremy Youde
Affiliation:
San Diego State University
Jeanette Mendez
Affiliation:
Oklahoma State University
Sang-shin Lee
Affiliation:
University of Iowa
Get access Rights & Permissions [Opens in a new window]

Extract

Ph.D.-granting institutions want students to complete their doctoraldegrees. Most graduate departments in political science focus theirtraining on preparing students to pursue academic careers. Weprovide valid and reliable empirical data about the factors thataffect students' prospects for successfully completing politicalscience doctoral degrees and finding academic jobs. Because NationalScience Foundation data (2002, Table 53) reveal significantdifferences in the number of doctoral degrees awarded to womencompared with men, we test a series of hypotheses based on theexisting literature that may account for these differences. Ourpaper applies knowledge gained from previous studies, such as in thearea of mentoring (Wasby 2001; Andersen 2001; Benesh2001), to explain observed gender differences in doctoraldegree completion and success in gaining academic employmentthereafter.The research wascommissioned and funded by the Executive Council of the MidwestPolitical Science Association; additional funding was providedby the department of political science at the University ofIowa. Barbara Burrell of Northern Illinois University oversawthe data collection for round two of the panel study. KimberlyM. Lewis of the University of Iowa provided researchassistance.

Information

Type
THE PROFESSION
Information
PS: Political Science & Politics , Volume 39 , Issue 2 , April 2006 , pp. 317 - 325
Copyright
© 2006 The American Political Science Association

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Andersen, Kristi. 2001. “Faculty Roles and Student Projects.” PS: Political Science and Politics 34: 847–848.Google Scholar
APSA Committee on the Status of Women in the Profession. 2001. “The Status of Women in Political Science: Female Participation in the Professoriate and the Study of Women and Politics in the Discipline.” PS: Political Science and Politics 34: 319–326.Google Scholar
Baird, Leonard L. 1993. “Using Research and Theoretical Models of Graduate Student Progress.” New Directions for Institutional Research 80: 3–12.Google Scholar
Benesh, Sara C. 2001. “The Key to a Successful Prospectus: Consult an Advisor, Early and Often.” PS: Political Science & Politics 34: 853–854.Google Scholar
Benkin, Ellen, JoAnne Beazley, and Patricia Jordan. 2000. “Doctoral Recipients Rate Their Dissertation Chairs: Analysis by Gender.” Graduate Focus: Issues in Graduate Education at UCLA (February).Google Scholar
Bowen, William G., and Neil L. Rudenstine. 1992. In Pursuit of the Ph.D. Princeton: Princeton University Press.CrossRefGoogle Scholar
Farrar-Myers, Victoria A. 2001. “The ‘Rights’ of Passage.” PS: Political Science and Politics 34: 751–755.Google Scholar
Hesli, Vicki L., Evelyn C. Fink, and Diane M. Duffy. 2003a. “Mentoring in the Graduate Student Experience: Survey Results from the Midwest Region, Part I.” PS: Political Science and Politics 36: 457–460.Google Scholar
Hesli, Vicki L., Evelyn C. Fink, and Diane M. Duffy. 2003b. “The Role of Faculty in Creating a Positive Graduate Experience: Survey Results from the Midwest Region, Part II.” PS: Political Science and Politics 36: 801–804.Google Scholar
Hodgson, Carol S., and Jane M. Simoni. 1995. “Graduate Student Academic and Psychological Functioning.” Journal of College Student Development 36: 244–53.Google Scholar
Hochschild, Arlie. 1989. The Second Shift. New York: Viking.Google Scholar
Jacobs, Jerry A. 1999. “ Sex Segregation of Occupations: Prospects for the 21st Century.” In Handbook of Gender in Organizations, ed. Gary Powell. Thousand Oaks, CA: Sage, 125–41.Google Scholar
Jacobs, Jerry A., and Kathleen Gerson. 2004. The Time Divide: Work, Family and Gender Inequality. Boston: Harvard University Press.Google Scholar
Jacobs, Jerry A., and Sarah E. Winslow. 2004. “The Academic Life Course, Time Pressures and Gender Inequality.” Community Work and Family 7 (2): 143–61.Google Scholar
Keith, Bruce, and Helen Moore. 1995. “Training Sociologists: An Assessment of Professional Socialization and the Emergence of Career Aspirations.” Teaching Sociology 23: 199–214.Google Scholar
Mason, Mary Ann, and Marc Goulden. 2004. “Marriage and Baby Blues: Redefining Gender Equity in the Academy.” Annals of the American Academy of Political and Social Science 596: 84–103.Google Scholar
McCormick, James M., and Tom W. Rice. 2001. “Graduate Training and Research Productivity in the 1990s: A Look at Who Publishes.” PS: Political Science and Politics 34: 675–680.Google Scholar
Moore, Helen A., and Bruce Keith. 1992. “Human Capital, Social Integration, and Tournaments.” American Sociologist 23: 52–72.CrossRefGoogle Scholar
National Science Foundation. 1998. “Summary of Workshop on Graduate Student Attrition.” NSF 99-314. Arlington, VA: NSF Division of Science Resource Statistics.Google Scholar
National Science Foundation. 2000. “Doctoral Political Science Degrees Awarded, by Sex: 1966–1997.” NSF 00-310: 65. Arlington, VA: NSF Division of Science Resource Statistics, Science and Engineering Division.Google Scholar
National Science Foundation. 2002. “Science and Engineering Degrees.” Arlington, VA: NSF Division of Science Resources Statistics. Available at www.nsf.gov/statistics/nsf02327/pdf/nsf02327.pdf.Google Scholar
Nerad, Maresi, and Joseph Cerny. 1993. “From Facts to Action: Expanding the Graduate Student Retention and Degree Attainment.” New Directions for Institutional Research 80: 27–39.Google Scholar
Peters, Robert L. 1997. Getting What You Came For: The Smart Student's Guide to Earning a Master's or a Ph.D. New York: Farrar, Straus and Giroux.Google Scholar
Tinto, Vincent. 1993. “Toward a Theory of Doctoral Persistence.” In Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd Ed. Chicago: University of Chicago Press, 230–243.Google Scholar
Wasby, Stephen L. 2001. “Introduction: Advisors and the Dissertation Proposal.” PS: Political Science and Politics 34: 841–842.Google Scholar