scholarly journals “There’s a Human Being Here”: A Doctoral Class Uses Duoethnography to Explore Invisibility, Hypervisibility, and Intersectionality

10.28945/4658 ◽  
2020 ◽  
Vol 15 ◽  
pp. 637-652
Author(s):  
Annemarie Vaccaro ◽  
Chiquita Baylor ◽  
Desiree Forsythe ◽  
Karin Capobianco ◽  
Jana Knibb ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Meaning Making ◽  
Social Identities ◽  
Theory And Practice ◽  
Future Research ◽  
Power Structures ◽  
Post Secondary

Aim/Purpose: This paper contributes to the scholarly literature on intersectionality and social injustice (invisibility, hypervisibility) in higher education and serves as a model for enacting doctoral education where research, theory, and practice converge. Background: Invisibility and hypervisibility have long been documented as social injustices, but very little literature has documented how doctoral students (who are also university employees) make meaning of intersecting privileges and oppressions within post-secondary hierarchies. Methodology: This study used a 10-week Duoethnography with co-researchers who were simultaneously doctoral students, staff, instructors, and administrators in higher education settings. Contribution: This paper offers a unique glimpse into currere—the phenomenon of theory and practice converging—to offer an intensive interrogation of life as curriculum for five doctoral students and a professor. Findings: This paper illuminates rich meaning-making narratives of six higher educators as they grappled with invisibility and hypervisibility in the context of their intersecting social identities as well as their varied locations within post-secondary hierarchies/power structures. Recommendations for Practitioners: Duoethnography can be an effective strategy for social justice praxis in doctoral programs as well as other higher education departments, divisions, or student organizations. Recommendation for Researchers: Researchers can use Duoethnography to explore a plethora of social justice issues in doctoral education and across staff, faculty, and Ph.D. student experiences within the power structures of post-secondary education. Impact on Society: Examining intersectionality, invisibility and hypervisibility is an important way to delve into the complexity of oppression. There will be no justice until all forms of oppression (including hypervisibility and invisibility) are extinguished. Future Research: Future research can more deeply explore social injustices and the intersections of not only social identities, but also social locations of doctoral students who are simultaneously employees and students in a university hierarchy.

Decolonizing Development Education and the Pursuit of Social Justice

2019 ◽  
Vol 12 (3) ◽  
pp. 31-46 ◽  
Author(s):  
Farhana Sultana
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
International Development ◽  
Theory And Practice ◽  
Colonial Power ◽  
Power Structures ◽  
Development Education ◽  
Popular Discourse ◽  
Institutional Politics ◽  
Dominant Narratives

Decolonization has become a popular discourse in academia recently and there are many debates on what it could mean within various disciplines as well as more broadly across academia itself. The field of international development has seen sustained gestures towards decolonization for several years in theory and practice, but hegemonic notions of development continue to dominate. Development is a contested set of ideas and practices that are under critique in and outside of academia, yet the reproduction of colonial power structures and Eurocentric logics continues whereby the realities of the global majority are determined by few powerful institutions and a global elite. To decolonize development's material and discursive powers, scholars have argued for decolonizing development education towards one that is ideologically and epistemologically different from dominant narratives of development. I add to these conversations and posit that decolonized ideologies and epistemologies have to be accompanied by decolonized pedagogies and considerations of decolonization of institutions of higher education. I discuss the institutional and critical pedagogical dilemmas and challenges that exist, since epistemological, methodological, and pedagogical decolonizations are influenced by institutional politics of higher education that are simultaneously local and global. The paper engages with the concept of critical hope in the pursuit of social justice to explore possibilities of decolonizing development praxis and offers suggestions on possible pathways forward.

scholarly journals The PhD Journey at Addis Ababa University: Study Delays, Causes and Coping Mechanisms

10.28945/4744 ◽  
2021 ◽  
Vol 16 ◽  
pp. 319-337
Author(s):  
Getnet Tizazu Fetene ◽  
Wondwosen Tamrat
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Addis Ababa ◽  
Coping Mechanisms ◽  
Future Research ◽  
Opportunity Costs ◽  
Archival Data ◽  
Addis Ababa University ◽  
And Coping

Aim/Purpose: This study was conducted to examine the rate of delay, explanatory causes, and coping strategies of PhD candidates at Addis Ababa University, Ethiopia’s premier university, over the last ten years. Background: Delayed graduation is a common theme in doctoral education around the world. It continues to draw the concern of governments, universities, and the candidates themselves, calling for different forms of intervention. Addressing these challenges is key to resolving the many obstacles into doctoral education. Methodology: Ten-year archival data consisting of 1,711 PhD students and in-depth interviews with ten PhD candidates were used as data-generation tools. The data collection focused on progression patterns, reasons for study delays, and the coping mechanisms used by doctoral students when they face challenges. While the candidates were interviewed to narrate their lived experience pertinent to the objectives of the study, the archival data regarding the PhD students were collected from the Registrar Office of the University under study. Contribution: Amid an ongoing global debate about best practices in doctoral education, the research on study delays contributes not only to filling the existing empirical gap in the area but also in identifying factors, for example, related to financial matters, family commitment, and student-supervisor rapport, that help address the challenges faced and improving the provision of doctoral education. Findings: The findings of this study revealed that the cumulative average completion time for a PhD study was 6.19 years— over two years more than the four years given as the optimum duration for completing a PhD program. The institutional pattern of delays over the last ten years indicates that doctoral students are requiring more and more years to complete their PhDs. The study further revealed that completing a PhD in time is a process that can be influenced by many interacting factors, which include student commitment and preparation, favourable academic and research environment, and positive student-supervisor rapport. Recommendations for Practitioners: It is important for practitioners and higher education institutions to find ways to improve the on-time completion of doctoral programmes in order to minimise the continued financial, emotional, and opportunity costs the higher education sector is currently incurring. Recommendation for Researchers: The fact that this study was limited to a single institution by itself warrants more studies about time-to-degree in PhD programs and causes for study delays as well as studies about successful interventions in doctoral education. Future research should particularly explore the nature of the advisor/advisee relationship and other critical factors that appear to have a significant role in addressing the challenges of study delay. Impact on Society: The expansion of PhD programmes is an encouraging development in Ethiopia. The findings of this study may help improve completion rates of doctoral students and reduce program duration, which would have significant implication to minimise the ensuing financial, emotional, and opportunity costs involved at individual, national, and institutional levels. Future Research: Given the growing number of universities in Ethiopia and their possible diversity, PhD students’ profiles, backgrounds, and expectations, more research is needed to examine how this diversity may impact doctoral students’ progression and persistence.

scholarly journals Validation in Doctoral Education: Exploring PhD Students’ Perceptions of Belonging to Scaffold Doctoral Identity Work

10.28945/4876 ◽  
2021 ◽  
Vol 16 ◽  
pp. 715-735
Author(s):  
Jo Collins
Keyword(s):  
Higher Education ◽  
Peer Mentoring ◽  
Doctoral Education ◽  
Meaning Making ◽  
External Validation ◽  
Identity Work ◽  
Future Research ◽  
Practical Support ◽  
Supervisory Training ◽  
Doctoral Candidates

Aim/Purpose: The aim of this article is to make a case of the role of validation in doctoral education. The purpose is to detail findings from three studies which explore PhD students’ experiences and perceptions of belonging in one UK university-ty, in order to hypothesise how validation and self-validation could make a difference in doctoral education, and what practices might support this. Background: The article draws on research into doctoral identity and work on ‘doctoral capital’ to explore how PhD students’ perceptions and experiences of not belonging to doctoral communities negatively impacts on their wellbeing. It extends this research by incorporating theories from Education and Psychology to build a theory of validation in doctoral education. Methodology: The article reports on three studies on PhD journeys and communities undertaken at one UK university. It draws on interview data from thirty doctoral candidates, which was thematically analysed using NVivo 12. Taking a qualitative approach to provide a rich and holistic focus on participant ‘meaning making’, the studies explore how PhD students understand belonging, where they receive validation and feel they need validation, and where self-validation can make a difference to their positivity about the PhD. Taking this approach to understand processes of ‘meaning-making’ paves the way to scaffold solutions through ‘reframing’ processes such as coaching and mentoring. Contribution: Thinking about PhD students’ belonging through the dimension of validation allows for practical support for developing belonging to be scaffolded, specifically through creating spaces to draw coaching skills into supervisory training and PhD student support (e.g., peer mentoring). This is significant as scholarship has shown that coaching has positive effects on wellbeing. This article contributes to understanding of where and how validation and self-validation manifest in doctoral education for PhD students. This contribution identifies ways in which external validation can help to scaffold internal self-validation; thus, offering a way of potentially mitigating risk factors to PhD students’ wellbeing. Specifically, validation can be understood as a ‘reserve’ that can be drawn on for ‘self-validation’. Validation is a solutions-focused theory. As a conceptual apparatus to understand doctoral students’ perceptions, validation theory also provides a frame for scaffolding practical ways for PhD students to build doctoral identity. Findings: The article focuses on challenges to PhD students building communities, supervisory relations and self-validation. It finds that supervisory feedback is a key area where PhD students seek validation. Two arguments are offered. First, that validation is a crucial process in (positive) doctoral identity work. Second, the argument is offered that making spaces for coaching skills to support PhD students can increase opportunities for validation (e.g., via supervisory training) and self-validation (e.g., via peer mentoring). Recommendations for Practitioners: Those who support doctoral researchers can potentially support the development of validation skills and self-validation skills. Some recommendations are included around supporting supervisory training in feedback and listening skills, peer mentoring as a way to foster a transition between external validation and internal self-validation for PhD students, and a worksheet for students’ self-validation is included as an appendix. Recommendation for Researchers: This article extends existing literature on PhD students’ emotion work by offering a new dimension to understand how belonging is developed amongst PhD students. Thinking about belonging through the dimension of validation shifts work on belonging towards possibilities of practical support. Impact on Society: Whilst the term ‘validation’ has been used in undergraduate educational research, and in Psychology (in theory and in clinical contexts) drawing these terms together to create a theory to understand doctoral identity work in higher education has larger potential applications. ‘Validation’ could potentially prove useful within doctoral education context to understand and scaffold PhD students’ development as they navigate transitioning identity positions during candidature. Thus, although the studies are limited in scope to the UK context, the findings could be more widely applied to other higher education contexts. Future Research: Two areas for future research are identified. First, to understand whether and how different groups of doctoral candidates (e.g., such as international students, LGBTQ+ students, etc.) have different validation needs and priorities in their doctoral identity work. The second is to understand the possible impact of using coaching with PhDs in different contexts (e.g., through peer mentoring schemes, supervision, and self-validation).

scholarly journals Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa

10.28945/4210 ◽  
2019 ◽  
Keyword(s):  
Higher Education ◽  
United States ◽  
South Africa ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Cultural Frameworks ◽  
Higher Education Internationalization ◽  
Doctoral Experience

[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.

Metacognition in Higher Education

2017 ◽  
pp. 1-21
Author(s):  
Elena Railean
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Theory And Practice ◽  
Future Research ◽  
Academic Learning ◽  
Third Way ◽  
Future Research Directions ◽  
Holistic Integration ◽  
Research Questions ◽  
Open Content

Globalization forces Higher Education to adopt metacognition towards successful learning strategies for teacher training, students' learning and content(s) development. Researchers and practitioners use metacognition to study principles of educational system(s), learning environment(s), open content(s), and all possible processes (e.g. metacognitive, psycho-motoric, didactic, assessment etc.). Existing efforts can be divided into three categories: 1) separate strategy and tactics; 2) a holistic integration of strategy in existing successful practices, and 3) frontier research in university pedagogy. This chapter explores the third way. Within the context of the interest in metacognition and successful learning strategies in higher education, the chapter critically explores the 21st century theory and practice of the academic learning and synthesis responses to the following research questions: What is the correlation between theory and practice in Higher Education? What models are required? The conclusion is provided and future research directions are emphasized.

scholarly journals Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

2020 ◽  
Vol 12 (7) ◽  
pp. 2601 ◽  
Author(s):  
Thomas Macintyre ◽  
Martha Chaves ◽  
Tatiana Monroy ◽  
Margarita O. Zethelius ◽  
Tania Villarreal ◽  
...  
Keyword(s):  
Higher Education ◽  
Theory And Practice ◽  
Power Structures ◽  
Educational Approach ◽  
Community Based ◽  
Community Learning ◽  
Community Based Learning ◽  
Sustainability Challenges ◽  
Learning Ecologies ◽  
Levers And Barriers

In times of global systemic dysfunction, there is an increasing need to bridge higher education with community-based learning environments so as to generate locally relevant responses towards sustainability challenges. This can be achieved by creating and supporting so-called learning ecologies that blend informal community-based forms of learning with more formal learning found in higher education environments. The objective of this paper is to explore the levers and barriers for connecting the above forms of learning through the theory and practice of an educational approach that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the development of an educational approach called Koru, based on a methodology of transgressive action research. Second, we critically analyze how this approach was put into practice through a community-learning course on responsible tourism held in Colombia. Results show that ICT, relations to place, and intercultural communication acted as levers toward bridging forms of learning between participants, but addressing underlying power structures between participants need more attention for educational boundaries to be genuinely transgressed.

scholarly journals A Theoretical Perspective on How Doctoral Supervisors Develop Supervision Skills

10.28945/4446 ◽  
2019 ◽  
Vol 14 ◽  
pp. 721-739
Author(s):  
Katherine Fulgence Swai
Keyword(s):  
Doctoral Students ◽  
Doctoral Education ◽  
Future Research ◽  
Research Approach ◽  
Supporting Evidence ◽  
Ongoing Research ◽  
Knowledge And Skills ◽  
Contemporary World ◽  
Supervision Process ◽  
Doctoral Supervision

Aim/Purpose: The paper establishes how doctoral supervisors develop the supervision skills needed to handle the doctoral supervision process in the contemporary world. Background: While the existing literature confirms that PhD holders can supervise doctoral students, there is a need to provide supporting evidence that the skills they possess qualify them to do this. Methodology: Using the qualitative research approach, the study established the knowledge and skills that are needed to supervise doctoral students in the contemporary world. Through thematic analysis of 82 scholarly publications, the study established, in order of preference, five mechanisms through which doctoral supervisors develop supervision skills, i.e. the supervision process, doctoral education, institutional guidelines, institutional training courses and individualized learning. Contribution: The study contributes to the ongoing research on the supervision of doctoral studies in the 21st century. Findings: Findings show that a well-structured doctoral education, including the related processes, imparts the knowledge and skills needed for doctoral supervision. Likewise, a combination of the mechanisms and an individual’s commitment, in terms of time and engagement, develop the skills that are relevant for doctoral supervision. Recommendations for Practitioners: Higher Education Institutions need to make supervisors aware of the potential of these mechanisms for developing the skills necessary for doctoral supervision and encourage them to use them Recommendation for Researchers: Further research on the development of doctoral supervision skills should broadly consider the role of different programmes in developing doctoral supervision skills in different contexts. Impact on Society: The study has implications for doctoral supervisors and universities as regards the need to ensure that both mechanisms are instituted to enable doctoral supervisors to develop doctoral supervision skills. Future Research: Since the study was done theoretically, it might be important to conduct further research using mixed-methods research with a phenomenological design to establish the skills possessed by doctoral supervisors and the mechanism they used to develop the supervision skills in any context.

scholarly journals Perseverance Despite the Perception of Threat and Marginalization: Students’ High Grit in Grad School and Implications for Equity, Diversity, and Inclusion in Higher Education

10.28945/4555 ◽  
2020 ◽  
Vol 5 ◽  
pp. 125-144
Author(s):  
Anindya Kundu ◽  
David M Elcott ◽  
Erica G Foldy ◽  
Amanda S Winer
Keyword(s):  
Higher Education ◽  
Social Identity ◽  
Graduate School ◽  
School Environment ◽  
Survey Methods ◽  
Social Identities ◽  
Future Research ◽  
Identity Threat ◽  
Diversity And Inclusion ◽  
Social Identity Threat

Aim/Purpose: This paper illustrates the relationship between graduate students’ social identities and their ability to persevere in an academically rigorous graduate setting. Through our analysis we show that while many students experience marginalization and threats to their identity, they display no less grit than those who do not experience marginalization and threats to their identity. Background: There are contentious debates in higher education about the role that universities should play in promoting equity, diversity, and inclusion principles. Existing arguments rarely consider students’ social identity in conjunction with their academic mindsets and ability to succeed in the graduate school environment, but instead make assumptions of who students are and of what they are capable. Methodology: Survey methods and quantitative analyses, including regression and ANOVA testing. Contribution: While demonstrating that students who experience marginalization and social identity threat display no less grit than their counterparts, we claim that all students would still desire to live and work in a society in which their social identities are respected and honored. Findings: Many students, even those successfully navigating graduate school, still identify as oppressed or marginalized, which is strongly related to certain social identities and to social identity threat. No demographic or oppression-based variable alone correlates negatively or positively with perseverance as tested by the grit scale we used. Recommendations for Practitioners: We recommend that universities uphold a commitment to diversity and inclusion in order to create welcoming environments for all students to thrive. Recommendation for Researchers: We recommend that researchers focus on the intersections of identity, perseverance, and policy to fully address the issues of marginalization and social identity threat at graduate school campuses. Impact on Society: Our paper works to counter the often-negative perception of students who identify as marginalized and who demand more inclusive university environments. Future Research: In future studies, it would be beneficial for the field to address other social identities and examine their perceptions of marginalization and inclusion and assess impacts on academic mindset.

scholarly journals Perceptions After Completing the Degree: A Qualitative Case Study of Select Higher Education Doctoral Graduates

10.28945/4572 ◽  
2020 ◽  
Vol 15 ◽  
pp. 305-327
Author(s):  
Meredith L Conrey ◽  
Gene Roberts, Jr. ◽  
Melissa R Fadler ◽  
Matias M Garza ◽  
Clifford V Johnson, Jr. ◽  
...  
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Perceived Value ◽  
Doctoral Degree ◽  
Doctoral Degrees ◽  
Future Research ◽  
Higher Education Administrators ◽  
Professional Goals ◽  
Education Administrators

Aim/Purpose: Limited research exists on the perceived value that a doctoral degree has on higher education administrators’ goals; therefore, this collective case study had two purposes. The first was to assess qualitatively the perceptions of four doctorate-holding higher education administrators to explore the potential value associated with their degrees, and the second was to determine whether they perceived that their degree attainments influenced the achievement of their professional goals, if at all. Background: Understanding goal attainment and the value associated with obtaining a doctoral degree is important to recognize the needs of doctoral students and to inform how to support degree-seeking professionals in achieving their professional goals. Building upon the conceptual model of doctoral value, as defined by Bryan and Guccione (2018), the researchers also utilized Becker’s (1964) human capital theory as the framework for understanding the perceptions of select administrative professionals who have completed their doctoral degrees in higher education. Methodology: Because this was a collective case study, four doctorate-holding higher education administrators were selected, through convenience sampling, to engage in a formal semi-structured face-to-face interview. Interview responses were evaluated using ethnographic analysis (i.e., domain analysis, taxonomic analysis, and componential analysis). Contribution: Findings from this research can be used to better understand the perceptions of graduates who earned a doctoral degree in education, particularly with an increase in the number of doctoral degrees in that field. The results from this study align with findings from previous studies. Findings: The ethnographic analysis of the data indicated that the administrators perceived their doctoral degree as a way to advance professionally (e.g., career opportunities and research publication) and as a way to improve personally (e.g., increased confidence and becoming a role model). Two domains emerged: attainment of goals and perceptions of doctoral degree value. The taxonomic analysis revealed that the attainment of goals included personal and professional goals. Lastly, the componential analysis led to the discovery of nine attributes associated with obtaining a doctoral degree. Recommendations for Practitioners: Administrators in higher education degree programs should understand the needs of their students while they are participating in doctoral studies. By knowing what doctoral students expect to gain after obtaining a doctoral degree, doctoral-program administrators might consider tailoring courses and support programs to meet doctoral student needs. Recommendation for Researchers: Additional longitudinal studies should be undertaken to understand better how doctoral graduates view the value of their degree many years later. Do their perceptions change over time, or are they solidified? Impact on Society: With an increasing number of individuals obtaining doctoral degrees in higher education, departments, colleges, and universities need to understand whether graduates find that their degree has been useful. Because there is a demand for agencies to emphasize skills and work-related training, the perceived value of the degree can inform policymakers on changes in curriculum and programming to increase the perceived value of the doctoral degree. Future Research: Future research should expand upon the number of students who are interviewed, and students in other academic programs may be interviewed to understand similarities and differences. Longitudinal studies should be conducted to understand if the perception of degree value changes over time.

scholarly journals Re-envisioning Doctoral Mentorship in the United States: A Power-Conscious Review of the Literature

10.28945/4735 ◽  
2021 ◽  
Vol 16 ◽  
pp. 237-252
Author(s):  
Genia M. Bettencourt ◽  
Rachel E. Friedensen ◽  
Megan L Bartlett
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Education ◽  
The United States ◽  
Future Research ◽  
Power Dynamics ◽  
Research Findings ◽  
Direct Applicability ◽  
Important Form ◽  
The U.S

Aim/Purpose: Multiple barriers exist within doctoral education in the United States that can undermine the success of students, particularly for students with marginalized identities. While mentorship can provide an important form of support, it must be done in an intentional way that is mindful of issues of equity and power. Background: By applying a power-conscious framework to current practices of doctoral mentorship in the U.S., we propose key considerations to help support doctoral students and shift power imbalances. Methodology: As a scholarly paper, this work draws upon a comprehensive review of existing research on doctoral mentorship in the U.S. Contribution: As a relatively recent development, the power-conscious framework provides an important tool to address issues of inequity that has not yet been applied to doctoral mentorship to our knowledge. Such a framework provides clear implications for mentorship relationships, institutional policies, and future research. Findings: The power-conscious framework has direct applicability to and possibility for reshaping doctoral mentorship in the U.S. as well as elsewhere. Each of the six foci of the framework can be integrated with research on doctoral students to help formal and informal mentors enhance their practice. Recommendations for Practitioners: Throughout our analysis, we pose questions for mentors to consider in order to reflect upon their practice and engage in further exploration. Recommendation for Researchers: Research on doctoral mentorship should explicitly engage with broader dynamics of power, particularly as related to understanding the experiences of marginalized student populations. Impact on Society: The demanding nature of and precarity within U.S. doctoral education leads to high rates of departure and burnout amongst students. By re-envisioning mentorship, we hope to begin a broader re-imagining of doctoral education to be more equitable and supportive of students. Future Research: To examine these claims, future research should explore doctoral student mentorship relationships and how power dynamics are contained therein both within the U.S. and in international contexts.

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