A GENDER ANALYSIS OF ENGINEERING PHD STUDENTS’ CAREER DECISION-MAKING PROCESS USING A BOUNDED AGENCY MODEL

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dc.contributor.advisorStromquist, Nelly P.en_US
dc.contributor.authorda Costa, Romina Bobbioen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2019-09-26T05:30:54Z
dc.date.available2019-09-26T05:30:54Z
dc.date.issued2019en_US
dc.description.abstractThis qualitative research study applies a bounded agency model in investigating the career decision making process of engineering PhD students at a large, public research university in the United States. Through a gender analysis of the career decision-making of men and women PhD students in engineering, this study sheds light on the reasons why men and women choose different career trajectories in engineering, with implications for diversifying the professoriate. This study highlights the ways in which men and women PhD students in engineering experience the university as an institution differently, and form different impressions of the academic career. The bounded agency model allows for a holistic examination of the organizational barriers, as well as the individual level dispositions and characteristics that work to limit the range of feasible alternaives and choices for men and women as they make their career choices. The findings provide insight into the career decision-making of men and women PhDs as an iterative process of information gathering, crystallization of values, and narrowing down of options. Gender differences are outlined at each stage in this process, providing a framework for furthering understanding of other underrepresented populations in the professoriate. Additionally, the findings have implications for graduate education in engineering, and for PhD student career development and choice, both in the United States and beyond. keywords: agency, bounded agency, career choice, career development, diversity in STEM, engineering education, gender, graduate student agency, graduate student experience, higher education, STEMen_US
dc.identifierhttps://doi.org/10.13016/qvsx-llyd
dc.identifier.urihttp://hdl.handle.net/1903/24924
dc.language.isoenen_US
dc.subject.pqcontrolledHigher educationen_US
dc.subject.pqcontrolledGender studiesen_US
dc.subject.pqcontrolledScience educationen_US
dc.subject.pquncontrolledbounded agencyen_US
dc.subject.pquncontrolledcareer choiceen_US
dc.subject.pquncontrolleddiversityen_US
dc.subject.pquncontrolledengineering educationen_US
dc.subject.pquncontrolledgenderen_US
dc.subject.pquncontrolledhigher educationen_US
dc.titleA GENDER ANALYSIS OF ENGINEERING PHD STUDENTS’ CAREER DECISION-MAKING PROCESS USING A BOUNDED AGENCY MODELen_US
dc.typeDissertationen_US

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