Which Role Shall I Perform?: The Doctoral Experience of Women

Aviva Vincent, Megan Weber, Danielle Sabo

Research output: Contribution to journalArticlepeer-review


Doctoral women experience disparities in self-efficacy, degree completion, and mental fatigue compared to men-identified colleagues. Women pursuing doctorates express hardships mirroring those reported in the 1970s. Applied qualitative methodology yielded emergent themes, contextualized by the frameworks of role theory and academic resilience theory. The experiences shared by the women in this study support that the expectations of women regarding the doctoral process do not align with the situational reality, specifically regarding imposter syndrome, mentorship, family-planning, financial support, and social expectations. Recommendations for departments and universities are provided to create a more just experience.

Original languageUndefined
JournalNew York Journal of Student Affairs.
StatePublished - Nov 9 2020


  • women
  • doctoral education
  • role theory
  • academic resilience theory
  • imposter syndrome

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