Year: 2019
Type: dissertation
Abstract: There has been limited research on American doctoral education and even less scholarship exploring Filipinx higher education experiences. Utilizing a qualitative research methodology, this exploratory research seeks to expand the understanding on Filipina educational experiences in doctoral programs, creating a space to share non-traditional student narratives and to center voices that have often been silenced in higher education research. Using the conceptual framework of Peminist Critical Theory and case study approach, 11 self-identified Filipinas shared their doctoral educational journeys from two research institutions, University of Hawai‘i at Mānoa and University of California, Los Angeles. The guiding research questions focused on the overall doctoral educational experiences of Filipinas as they progressed through their programs and sought to identify critical factors that aided their success including the presence of support networks, intrinsic motivators, and supporting program structures. The emergent themes from their overall doctoral educational experiences indicated that their educational journey provided growth and transformation (motivating purpose, being Pinay, navigating the academic road, lifelines) and distinguished the program features and support systems which facilitated academic success (intrinsic reinforcements, extrinsic growth opportunities, academic and non-academic support systems). The findings presented unique voices that illuminated the experience of impostor phenomenon, decolonization, community-based orientation, and importance of relationships, thus extending our overall knowledge of doctoral education narratives which may deviate from traditional student experiences.
Author: Rachel Amey Quinajon
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3011420010