Kadın öğrencilerin doktorayı terk etme nedenleri: Hayal kırıklığı ve bakım yükü

Year 2022, Volume: 39-1 Issue: 2, 23 - 48, 31.12.2022

Bekir S. Gür M. Gamze Bozgöz

https://doi.org/10.52597/buje.1059905

Cited By: 1

Abstract

Pek çok ülkede kadınların doktorayı terk oranlarının erkeklerin terk oranından daha fazla olduğu görülmüştür. Bu nitel çalışmanın amacı kadın öğrencilerin doktora programlarını neden bıraktıklarını keşfetmektir. Ayrıca kadın öğrencilerin doktora programlarını tamamlamaları için ihtiyaç duydukları politika önerilerini sunmak amaçlanmıştır. Araştırma Ankara’daki bir devlet üniversitesinde kayıtlı oldukları doktora programını terk etmiş beş kadın öğrenciyle derinlemesine görüşmelere dayalı bir vaka çalışmasıdır. Araştırmanın bulgularında kadın öğrencilerin doktora terk nedenleri olarak akademik hayal kırıklığı, ev içi sorumluluklar, kurumsal eksiklikler ve finansal nedenler ön plana çıkmıştır. Tüm bu faktörlerin sonucunda kadın öğrencilerin ciddi bir motivasyon kaybı yaşadıkları tespit edilmiştir. Araştırma, kurumların ve politika yapıcıların terki engellemek için derinlemesine araştırma yapması gerektiğini, doktora öğrencilerinin motivasyonlarını düşüren olumsuzluklar için finansal ve sosyal destek mekanizmalarının etkin kullanılmasını ve araştırma görevlisi kadrolarının sayısının artırılması terki azaltacak öneriler olarak sunmaktadır.

Keywords

Yükseköğretim, doktora eğitimi, doktora terki, kadın, doktora yıpranması

Reasons for female students' dropping out of PhD: Disappointment and caregiver burden

Abstract

The proportion of doctoral dropouts among women is higher than men in many countries. The purpose of this qualitative study is to explore why female students drop out of their doctoral programs. In addition, it is aimed to policy recommendations that female students need to complete their doctoral programs. The study is a case study based on in-depth interviews with five female students who have dropped out of their doctoral program at a public university in Ankara. In the findings of the study, academic frustration / disappointment, domestic responsibilities, institutional deficiencies and financial reasons came to the forefront as the reasons for female students leaving the doctorate. As a result of all these factors, it is found that female students experienced a serious loss of motivation. The research suggests that institutions and policy makers should conduct in-depth research to prevent dropouts, that financial and social support mechanisms should be used effectively for negative situations that reduce the motivation of doctoral students, and that increasing the number of research assistant staff will reduce dropouts.

Keywords

Higher education, doctoral education, doctoral dropout, women, doctoral attrition

References

• Alhojailan, M. I. (2012). Thematic analysis: A critical review of its process and evaluation. West East Journal of Social Sciences, 1(1), 39-47.
• Ali, A., ve Kohun, F. (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, 1(1), 21–34.
• Auriol, L., Misu, M., ve Freeman, R. (2013). Doctorate holders: labor market and mobility indicators. Foresight-Russia, 7(4), 16–42.
• Becher, T., ve P. Trowler. (2001). Academic tribes and territories: Intellectual inquiry and the culture of disciplines. (2. baskı) Open University Press
• Berelson, B. (1960). Graduate education in the United States. McGraw-Hill.
• Blanchard, V. (2018). Doctoral program completion: Grit, goal-setting, social support. (Publication No. 10829014) [Doctoral dissertation, Seton Hall University] ProQuest Dissertations Publishing.
• Boyle, T. B. (2019). Three case studies of factors related to non-completion of doctorate degree then doctoral degree attainment through a degree completion program at a different institution. (Publication No. 13898206) [Doctoral dissertation, Gwynedd Mercy University]. ProQuest Dissertations Publishing.
• Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.
• Brown, L., ve P. Watson. 2010. Understanding the experience of female doctoral students. Journal of Further and Higher Education 34(3), 385-404.
• Bülbül, T. (2012). Yüksekögretimde okul terki: Nedenler ve çözümlere yönelik bir olgubilim çalışması. Egitim ve Bilim, 37(166), 219-235.
• Carter, S., Blumenstein, M., & Cook, C. (2013). Different for women? The challenges of doctoral studies. Teaching in Higher Education, 18(4), 339-351.
• Cassuto, L. (2013, July 01). Ph.D. attrition: How much is too much?. The Chronicle of Higher Education. https://www.chronicle.com/article/PhDAttrition-How-Much-Is/140045
• Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñé-Soler, N. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053-1068.
• Creswell, J. W. (2017). Eğitim araştırmaları. Edam Yayıncılık.
• Creswell, J. W., Shope, R., Plano Clark, V. L., & Green, D. O. (2006). How interpretive qualitative research extends mixed methods research. Research in the Schools, 13(1), 1-11.
• Deem, R., ve I. Brehony. 2000. Doctoral students’ access to research cultures: Are some more unequal than others? Studies in Higher Education 25(2), 149-165.
• Deniz, Ü. (2019). Lisansüstü eğitimde gizli kriz: Öğrenciler neden okulu terk ediyor? Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 48, 61-83.
• Devos, C., Van der Linden, N., Boudrenghien, G., Assaad, A., Frenay, M., Galand, B., & Klein, O. (2015). Doctoral supervision in the light of the three types of support promoted in self-determination theory. International Journal of Doctoral Studies, 10, 438–464.
• Dünya Bankası. (2020). Educational attainment, doctoral or equivalent, population 25+, total (%) (cumulative). [Infographic]. https://data.worldbank.org/indicator/SE.TER.CUAT.DO.ZS?end=2020&start=2001&view=chart
• Ertem, H. Y., & Gökalp, G. (2016). Sayıların dili: Lisansüstü eğitimde okul terki. K. Beycioğlu, N. Özer, D, Koşar, & İ. Şahin (Haz.), Eğitim yönetimi araştırmaları (s. 239-250). Pegem Akademi.
• Flick, U. (2014). Challenges for qualitative inquiry as a global endeavor: Introduction to the special issue. Qualitative Inquiry, 20(9), 1059-1063.
• Freeman, M., DeMarrais, K., Preissle, J., Roulston, K., & St. Pierre, E. A. (2007). Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher, 36(1), 25-32.
• Gardner, S. K. (2009). Student and faculty attributions of attrition in high and low completing doctoral programs in the United States. Higher Education, 58, 97-112. https://doi.org/10.1007/s10734-008-9184-7
• Halse, C. (2011). ‘Becoming a supervisor’: The impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, 36(5), 557-570.
• Germain-Alamartine, E. (2020). Doctoral education in the entrepreneurial university: enhanced employability?. Linköping University Electronic Press.
• Gioia, D. Q., Corley, K. G., & Hamilton, A. L. (2013). Seeking qualitative rigor in inductive research: Notes on the Gioia methodology. Organizational Research Methods, 16(1), 15–31.
• Gravois, J. (2007). In humanities, 10 years may not be enough to get a Ph.D. Chronicle of Higher Education, 53(47), A1.
• Groenvynck, H., Vandevelde, K., & Van Rossem, R. (2013). The Ph.D. track: Who succeeds, who drops out?. Research Evaluation, 22(4), 199-209.
• Günay, D. (2018). Türkiye’de lisansüstü eğitim ve lisansüstü eğitime felsefi bir bakış. Üniversite Araştırmaları Dergisi, 1(2), 71-88.
• Hawlery, P. (2003). Being bright is not enough. Charles C Thomas.
• Kerlin, S. P. (1995). Pursuit of the Ph.D. Education Policy Analysis Archives, 3, 16.
• Lewis, C.W., Ginsberg, R., Davies, T., & Smith, K. (2004). The experiences of African American Ph.D. students at a predominantly white Carnegie I—research institution. College Student Journal, 38(2), 231–245.
• Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in Ph.D. students. Research Policy, 46(4), 868-879.
• Lovitts, B. E. (2002). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Rowman & Littlefield Publishers.
• MacLeod, D. (2005, January 10). Study reveals low Ph.D. completion rates. The Guardian Higher Education https://www.theguardian.com/education/2005/jan/11/highereducation.uk1
• Manathunga, C. (2005). Early warning signs in postgraduate research education: a different approach to ensuring timely completions. Teaching in Higher Education, 10(2), 219–233.
• Mastekaasa, A. (2005). Gender differences in educational attainment: the case of doctoral degrees in Norway. British Journal of Sociology of Education, 26(3), 375–394. https://doi.org/10.1080/01425690500128908
• Nerad, M., & Miller, D. S. (1997). The institution cares: Berkeley’s efforts to support dissertation writing in the humanities and social sciences. L. F. Goodchild, K. E. Green, E. L. Katz, & R. C. Kluever (Haz.), Rethinking the dissertation process: Tackling personal and institutional obstacles (s. 75–90). Jossey-Bass.
• Nettles, M. T., & Millett, C. M. (2006). Three magic letters: Getting to Ph.D. The Johns Hopkins University Press
• Nyquist, J. D., & Woodford, B. J. (2000, April 13). Re-envisioning the Ph.D.: What concerns do we have? University of Washington Departments Web Server. https://depts.washington.edu/envision/resources/ConcernsBrief.pdf
• OECD. (2019). Education at a glance 2019: OECD indicators. OECD Publishing.
• Özmen, Z. M., & Aydın Güç, F. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: Durum çalışması. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 3(3), 214-219.
• Panger, G., Tryon, J., & Smith, A. (2014). Graduate student happiness & well-being report, 2014. Graduate Assembly, University of California Berkeley. http://ga.berkeley.edu/wp-content/uploads/2015/04/wellbeingreport_2014.pdf
• Patterson, E. (2016, 6 Haziran). Why do so many graduate students quit? The Atlantic. https://www.theatlantic.com/education/archive/2016/07/why-do-so-many-graduate-students-quit/490094/
• Pyhältö, K., & Keskinen, J. (2012). Doctoral students' sense of relational agency in their scholarly communities. International Journal of Higher Education, 1(2), 136-149.
• Rockinson-Szapkiw, A. J., Spaulding, L. S., & Bade, B. (2014). Completion of educational doctorates: How universities can foster persistence. International Journal of Doctoral Studies, 9, 293-308.
• Seggie, F. N., & Bayyurt, Y. (Haz.) (2015). Nitel araştırma. Anı Yayıncılık.
• Seidman, A. (2012). College student retention: Formula for student success (2. baskı). Rowman & Littlefield.
• Seskir, Z. C. (2017). Türkiye'de yükseköğretimde nicel cinsiyet açığındaki değişimin olası nedenleri ve etkileri. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 7(2), 321-332.
• Smallwood, S. (2004). Doctor dropout. The Chronicle of Higher Education, 19A.
• Smith, R. L., Maroney, K., Nelson, K. W., Abel, A. L., & Abel, H. S. (2006). Doctoral programs: Changing high rates of attrition. The Journal of Humanistic Counseling, Education and Development, 45(1), 17–31.
• Spaulding, L. S., ve Rockinson-Szapkiw, A. J. (2012). Hearing their voices: factors doctoral candidates attribute to their persistence. International Journal of Doctoral Studies, 7, 199–219
• Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The Ph.D. experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13(1), 361-388.
• Tekin, H. H., (2006). Nitel araştırma yönteminin bir veri toplama tekniği olarak derinlemesine görüşme. İstanbul University Journal of Sociology, 3(13), 101-116.
• The Council of Graduate Schools. (2008). Ph.D. completion and attrition: Analysis of baseline program data from the Ph.D. completion project. The Council of Graduate Schools.
• Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.
• Wollast, R., Boudrenghien, G., Van der Linden, N., Galand, B., Roland, N., Devos, C., ... & Frenay, M. (2018). Who are the doctoral students who drop out? Factors associated with the rate of doctoral degree completion in universities. International Journal of Higher Education, 7(4), 143-156.
• Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı). Seçkin Yayıncılık.
• Yin, R. K. (2003). Case study research: Design and methods (3. baskı). Sage.
• Yükseköğretim Kurulu [YÖK]. (2020). Öğrenim düzeyine göre öğrenci sayısı. https://istatistik.yok.gov.tr/
• Zeng, M., Webster, B. J., & Ginns, P. (2013). Measuring the research experience of research postgraduate students in Hong Kong. Higher Education Research & Development, 32(4), 672–686.