This article explores how women's postgraduate education becomes entangled with heteronormative gender regimes enacted in public discourses that caution against women becoming "too" educated in China. The cultural capital of the PhD is obliterated by the loss of cultural capital resulting from gender non-conformity. Two powerful…

A longstanding and significant disparity in representation across gender, economic status, ethnicity, race, and sexual identity exists within STEM doctoral training. Most of the research on the retention and attrition of minoritized PhD STEM students focuses on individual factors, rather than system level issues. To address these gaps, we…

This study explored the mentoring experiences of three underrepresented (UR) women in science, technology, engineering, mathematics, and medicine (STEMM) doctoral programs and how they perceived these mentoring experiences to have shaped their career pathways. Research shows that UR women are graduating from doctoral programs at higher rates than…

The traditional master-apprentice architecture of doctoral supervision is undoubtedly undergoing change. In the anglophone world, the father's house of supervision with its almost exclusively male occupants was first established in the late nineteenth and early twentieth centuries. It persisted, largely undisputed, until the final decades of the…

This paper proposes a distance-based doctoral supervisory model to support students in the process of navigating self, agency, and emotions over their doctoral journey. The model emerged through our examination of the lived experiences of three Chinese female doctoral students who, though enrolled as internal students in our New Zealand…

This dissertation explored the experiences of doctoral candidates, students, and recent graduates who self-identify as Women of Color (WOC) from Counselor Education and Supervision (CES) doctoral programs. This group included women who self-identified as members of racial, ethnic, or minority groups such as African American, Asian American, Black…

In the absence of an institutionally sponsored doctoral mentoring program, a small group of women doctoral students developed a new model of mentoring by initiating and sustaining a multifaceted mentorship community (MMC). Using an autoethnographic approach, we present the development of this new model and insights into a mentee-initiated,…

Purpose: As emerging scholars of color with transnational backgrounds, we collectively recount our socialization experiences in US higher education institutes. We explore moments of betweenness as catalysts for envisioning a more inclusive academia that operates beyond the tokenism of diversity. Design/methodology/approach: Employing betweener…

While gender diversity in leadership has been shown to benefit organizations and promote innovations, women continue to be underrepresented in leadership positions in the industry sector. With increasing numbers of women pursuing PhDs in science, technology, engineering, and mathematics fields, it is critical to examine how PhD programs contribute…

Black women in counselor education and supervision (CES) programs have historically been underrepresented in the scholarly literature, making it vital to understand how this group of women cope with the adverse effects of the COVID-19 pandemic. The purpose of this qualitative transcendental phenomenological study was to explore and understand…

The purpose of this qualitative research study was to develop a better understanding of the factors that influenced the holistic mental health and wellness of Black women doctoral students and recent alumnae during their doctoral journey. Although research is emerging on the wellness of graduate students, there is limited literature on Black women…

What do we, as women, give up? What does it mean to give up as a woman in academia? We explored this question through a study with women doctoral students to reframe giving up as a purposeful, willful act. Sara Ahmed describes willfulness in relation to women who are perceived as resisting norms, shifting away from normative expectations, refusing…

There are growing calls to diversify the ranks of school psychology practitioners, graduate educators, and researchers by recruiting more students of color in school psychology doctoral programs. Past research on retention across many fields in higher education indicates that Black, Indigenous, and women of color (BIWOC) students entering doctoral…

This study examines Black doctoral women's experiences with gendered racial microaggressions in agricultural science departments at Historically White Institutions. Gendered racial microaggressions are subtle everyday expressions of oppression due to one's race and gender, and have been used to subordinate Black women in society. Further, they…

This paper explored the multiple layers of social and intercultural adjustment challenges experienced by international female doctoral students in Australia. The paper investigates multiple dimensions of sociocultural differences between the students' native and host countries, including sociocultural context, community engagement, personal and…