Redefining Roles: Female Scholars' Reflections and Recommendations for Coping during the COVID-19 Pandemic

Autor/inn/en	Brochu, Kelly J.; Bryant, Trina R.; Jensen, Amanda J.; Desjardins, Danielle R.; Robinson, Regina M. M.; Bent, Lauren G.
Titel	Redefining Roles: Female Scholars' Reflections and Recommendations for Coping during the COVID-19 Pandemic
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 6 (2021) 2, S.54-60 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5889
Schlagwörter	Females; Doctoral Students; African American Students; Reflection; Role Conflict; Family Work Relationship; Trauma; Racial Relations; Violence; Gender Bias; Coping; Stress Variables; Well Being; COVID-19; Pandemics; Massachusetts + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; African Americans; Afroamerikaner; Rollenkonflikt; Gewalt; Geschlechterstereotyp; Bewältigung; Well-being; Wellness; Wohlbefinden; Master-Studiengang
Abstract	The objective of this article is to amplify the stories of female doctoral students and their passage through role conflicting periods of uncertainty and trauma. Specifically, this article highlights how the COVID-19 pandemic and racial unrest in the U.S. have impacted women pursuing doctorates in education. In addition to sharing personal reflections and experiences, the authors have outlined resources and recommendations for those who support doctoral students. Through the diverse perspectives of five students and one faculty member in the EdD in Higher Education Leadership program at Regis College, this article explores the lived experiences of second-year doctoral students during an incredible period of uncertainty. Douglas T. Hall's model of coping serves to frame content around the many conflicting roles these students have been navigating and found to be exacerbated during the year 2020. This article seeks to empower leaders to re-envision approaches to support doctoral students through future crises and periods of uncertainty. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01