Familial roles and support of doctoral students

Objective Identify the role(s) and support(s), if any, that family members provide to first‐generation and historically marginalized doctoral students, including strengths and challenges of this support. Background Nonfinancial family support is important for the success and retention of first‐gener...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Family relations 2023-12, Vol.72 (5), p.2444-2464
Hauptverfasser: Walsh, Bridget A., Mitchell, Sarah, Batz, Ruby, Lee, Angela, Aguirre, Matthew, Lucero, Julie, Edwards, Adrienne, Hambrick, Keira, Zeh, David W.
Format: Artikel
Sprache:eng
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 2464
container_issue 5
container_start_page 2444
container_title Family relations
container_volume 72
creator Walsh, Bridget A.
Mitchell, Sarah
Batz, Ruby
Lee, Angela
Aguirre, Matthew
Lucero, Julie
Edwards, Adrienne
Hambrick, Keira
Zeh, David W.
description Objective Identify the role(s) and support(s), if any, that family members provide to first‐generation and historically marginalized doctoral students, including strengths and challenges of this support. Background Nonfinancial family support is important for the success and retention of first‐generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed. Method During an intervention designed for first‐generation and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis. Results Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life. Conclusion The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States. Implications Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success.
doi_str_mv 10.1111/fare.12848
format Article
fullrecord <record><control><sourceid>wiley_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1111_fare_12848</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>FARE12848</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2738-6a6c669e6e820d7d3a6c0091a1a3a09c86dd101d6135f5324a24bd7fbc4a03b63</originalsourceid><addsrcrecordid>eNp9j01LAzEQhoMouFYv_oI9C9tmkjTJHkvpqlAQRM9hNh-wsm2WZIv037t1PftehuF9ZuAh5BHoEqasAia_BKaFviIFKAEVV6y-JgWFWlVSSnFL7nL-olNAiIKsGjx0fYd9mWLvc4lHV-bTMMQ0ljGULtoxpqnN48n545jvyU3APvuHv7kgn83uY_tS7d-eX7ebfWWZ4rqSKK2UtZdeM-qU49NOaQ0IyJHWVkvngIKTwNdhzZlAJlqnQmsFUt5KviBP81-bYs7JBzOk7oDpbICai6q5qJpf1QmGGf7uen_-hzTN5n033_wAd-xV0g</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Familial roles and support of doctoral students</title><source>Wiley Journals</source><source>Education Source</source><creator>Walsh, Bridget A. ; Mitchell, Sarah ; Batz, Ruby ; Lee, Angela ; Aguirre, Matthew ; Lucero, Julie ; Edwards, Adrienne ; Hambrick, Keira ; Zeh, David W.</creator><creatorcontrib>Walsh, Bridget A. ; Mitchell, Sarah ; Batz, Ruby ; Lee, Angela ; Aguirre, Matthew ; Lucero, Julie ; Edwards, Adrienne ; Hambrick, Keira ; Zeh, David W.</creatorcontrib><description>Objective Identify the role(s) and support(s), if any, that family members provide to first‐generation and historically marginalized doctoral students, including strengths and challenges of this support. Background Nonfinancial family support is important for the success and retention of first‐generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed. Method During an intervention designed for first‐generation and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis. Results Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life. Conclusion The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States. Implications Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success.</description><identifier>ISSN: 0197-6664</identifier><identifier>EISSN: 1741-3729</identifier><identifier>DOI: 10.1111/fare.12848</identifier><language>eng</language><publisher>Hoboken, USA: Wiley Subscription Services, Inc</publisher><ispartof>Family relations, 2023-12, Vol.72 (5), p.2444-2464</ispartof><rights>2023 National Council on Family Relations.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2738-6a6c669e6e820d7d3a6c0091a1a3a09c86dd101d6135f5324a24bd7fbc4a03b63</citedby><cites>FETCH-LOGICAL-c2738-6a6c669e6e820d7d3a6c0091a1a3a09c86dd101d6135f5324a24bd7fbc4a03b63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Ffare.12848$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Ffare.12848$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids></links><search><creatorcontrib>Walsh, Bridget A.</creatorcontrib><creatorcontrib>Mitchell, Sarah</creatorcontrib><creatorcontrib>Batz, Ruby</creatorcontrib><creatorcontrib>Lee, Angela</creatorcontrib><creatorcontrib>Aguirre, Matthew</creatorcontrib><creatorcontrib>Lucero, Julie</creatorcontrib><creatorcontrib>Edwards, Adrienne</creatorcontrib><creatorcontrib>Hambrick, Keira</creatorcontrib><creatorcontrib>Zeh, David W.</creatorcontrib><title>Familial roles and support of doctoral students</title><title>Family relations</title><description>Objective Identify the role(s) and support(s), if any, that family members provide to first‐generation and historically marginalized doctoral students, including strengths and challenges of this support. Background Nonfinancial family support is important for the success and retention of first‐generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed. Method During an intervention designed for first‐generation and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis. Results Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life. Conclusion The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States. Implications Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success.</description><issn>0197-6664</issn><issn>1741-3729</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><recordid>eNp9j01LAzEQhoMouFYv_oI9C9tmkjTJHkvpqlAQRM9hNh-wsm2WZIv037t1PftehuF9ZuAh5BHoEqasAia_BKaFviIFKAEVV6y-JgWFWlVSSnFL7nL-olNAiIKsGjx0fYd9mWLvc4lHV-bTMMQ0ljGULtoxpqnN48n545jvyU3APvuHv7kgn83uY_tS7d-eX7ebfWWZ4rqSKK2UtZdeM-qU49NOaQ0IyJHWVkvngIKTwNdhzZlAJlqnQmsFUt5KviBP81-bYs7JBzOk7oDpbICai6q5qJpf1QmGGf7uen_-hzTN5n033_wAd-xV0g</recordid><startdate>202312</startdate><enddate>202312</enddate><creator>Walsh, Bridget A.</creator><creator>Mitchell, Sarah</creator><creator>Batz, Ruby</creator><creator>Lee, Angela</creator><creator>Aguirre, Matthew</creator><creator>Lucero, Julie</creator><creator>Edwards, Adrienne</creator><creator>Hambrick, Keira</creator><creator>Zeh, David W.</creator><general>Wiley Subscription Services, Inc</general><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>202312</creationdate><title>Familial roles and support of doctoral students</title><author>Walsh, Bridget A. ; Mitchell, Sarah ; Batz, Ruby ; Lee, Angela ; Aguirre, Matthew ; Lucero, Julie ; Edwards, Adrienne ; Hambrick, Keira ; Zeh, David W.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2738-6a6c669e6e820d7d3a6c0091a1a3a09c86dd101d6135f5324a24bd7fbc4a03b63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Walsh, Bridget A.</creatorcontrib><creatorcontrib>Mitchell, Sarah</creatorcontrib><creatorcontrib>Batz, Ruby</creatorcontrib><creatorcontrib>Lee, Angela</creatorcontrib><creatorcontrib>Aguirre, Matthew</creatorcontrib><creatorcontrib>Lucero, Julie</creatorcontrib><creatorcontrib>Edwards, Adrienne</creatorcontrib><creatorcontrib>Hambrick, Keira</creatorcontrib><creatorcontrib>Zeh, David W.</creatorcontrib><collection>CrossRef</collection><jtitle>Family relations</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Walsh, Bridget A.</au><au>Mitchell, Sarah</au><au>Batz, Ruby</au><au>Lee, Angela</au><au>Aguirre, Matthew</au><au>Lucero, Julie</au><au>Edwards, Adrienne</au><au>Hambrick, Keira</au><au>Zeh, David W.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Familial roles and support of doctoral students</atitle><jtitle>Family relations</jtitle><date>2023-12</date><risdate>2023</risdate><volume>72</volume><issue>5</issue><spage>2444</spage><epage>2464</epage><pages>2444-2464</pages><issn>0197-6664</issn><eissn>1741-3729</eissn><abstract>Objective Identify the role(s) and support(s), if any, that family members provide to first‐generation and historically marginalized doctoral students, including strengths and challenges of this support. Background Nonfinancial family support is important for the success and retention of first‐generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed. Method During an intervention designed for first‐generation and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis. Results Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life. Conclusion The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States. Implications Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success.</abstract><cop>Hoboken, USA</cop><pub>Wiley Subscription Services, Inc</pub><doi>10.1111/fare.12848</doi><tpages>21</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0197-6664
ispartof Family relations, 2023-12, Vol.72 (5), p.2444-2464
issn 0197-6664
1741-3729
language eng
recordid cdi_crossref_primary_10_1111_fare_12848
source Wiley Journals; Education Source
title Familial roles and support of doctoral students
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-24T04%3A15%3A15IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-wiley_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Familial%20roles%20and%20support%20of%20doctoral%20students&rft.jtitle=Family%20relations&rft.au=Walsh,%20Bridget%20A.&rft.date=2023-12&rft.volume=72&rft.issue=5&rft.spage=2444&rft.epage=2464&rft.pages=2444-2464&rft.issn=0197-6664&rft.eissn=1741-3729&rft_id=info:doi/10.1111/fare.12848&rft_dat=%3Cwiley_cross%3EFARE12848%3C/wiley_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rfr_iscdi=true