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This title is printed to order. This book may have been self-published. If so, we cannot guarantee the quality of the content. In the main most books will have gone through the editing process however some may not. We therefore suggest that you be aware of this before ordering this book. If in doubt check either the author or publisher’s details as we are unable to accept any returns unless they are faulty. Please contact us if you have any questions.
This book uses belonging as a lens through which to understand women students’ experiences of studying for a doctorate, exploring the impact of academic cultures on career aspirations. Drawing on discourses of neoliberalism and academic identities, it makes a valuable contribution to ongoing discussions of gender inequality in the academy. Based on data gathered from women doctoral students in the UK, this book offers a contemporary, research-informed understanding of the doctorate as an inherently gendered experience, which has implications for individuals, academic institutions, and for the future of the academic sector.
The book will be of interest to academics working in the area of doctoral education, doctoral supervisors and those involved in doctoral student support, including researcher developers and individuals working in graduate schools, as well as doctoral students themselves.
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This title is printed to order. This book may have been self-published. If so, we cannot guarantee the quality of the content. In the main most books will have gone through the editing process however some may not. We therefore suggest that you be aware of this before ordering this book. If in doubt check either the author or publisher’s details as we are unable to accept any returns unless they are faulty. Please contact us if you have any questions.
This book uses belonging as a lens through which to understand women students’ experiences of studying for a doctorate, exploring the impact of academic cultures on career aspirations. Drawing on discourses of neoliberalism and academic identities, it makes a valuable contribution to ongoing discussions of gender inequality in the academy. Based on data gathered from women doctoral students in the UK, this book offers a contemporary, research-informed understanding of the doctorate as an inherently gendered experience, which has implications for individuals, academic institutions, and for the future of the academic sector.
The book will be of interest to academics working in the area of doctoral education, doctoral supervisors and those involved in doctoral student support, including researcher developers and individuals working in graduate schools, as well as doctoral students themselves.