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Updating Our Understanding of Doctoral Student Persistence: Revising Models Using Structural Equation Modeling to Examine Consideration of Departure in Computing Disciplines

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  • Kari L. George

    (University of Illinois Urbana-Champaign)

  • Kaitlin N. S. Newhouse

    (North Carolina State University)

Abstract

Given a myriad of recent contemporary challenges graduate students are facing as well as long-standing issues with student attrition, there is a pressing need to reexamine models of doctoral student progress. While existing research commonly examines departure or failure to meet milestones as the outcome of interest, by the time students leave their programs, it is too late for faculty or departments to offer meaningful interventions. Drawing from Girves and Wemmerus’s conceptual framework for doctoral student degree progress, we leverage more recent literature to propose and test an adapted conceptual framework among a recent nationwide sample of computing doctoral students in the United States. Findings illuminate the importance of psychosocial factors (e.g., sense of belonging, researcher self-efficacy), positive perceptions of departmental community, and the role of faculty advisors in reducing doctoral students’ consideration of departure. Implications for departmental efforts and faculty advising practices that can honor students’ agency and identity in the computing Ph.D. process and that may affect change in doctoral education are discussed.

Suggested Citation

  • Kari L. George & Kaitlin N. S. Newhouse, 2024. "Updating Our Understanding of Doctoral Student Persistence: Revising Models Using Structural Equation Modeling to Examine Consideration of Departure in Computing Disciplines," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(8), pages 1883-1910, December.
    • Handle: RePEc:spr:reihed:v:65:y:2024:i:8:d:10.1007_s11162-024-09807-5
    DOI: 10.1007/s11162-024-09807-5
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    References listed on IDEAS

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    1. Chris M. Golde, 2005. "The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments," The Journal of Higher Education, Taylor & Francis Journals, vol. 76(6), pages 669-700, November.
    2. Dongbin Kim & Cindy Otts, 2010. "The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics," The Journal of Higher Education, Taylor & Francis Journals, vol. 81(1), pages 1-32, January.
    3. Chirikov, Igor & Soria, Krista M & Horgos, Bonnie & Jones-White, Daniel, 2020. "Undergraduate and Graduate Students’ Mental Health During the COVID-19 Pandemic," University of California at Berkeley, Center for Studies in Higher Education qt80k5d5hw, Center for Studies in Higher Education, UC Berkeley.
    4. Linda J. Sax & Jennifer M. Blaney & Kathleen J. Lehman & Sarah L. Rodriguez & Kari L. George & Christina Zavala, 2018. "Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students," Social Sciences, MDPI, vol. 7(8), pages 1-23, July.
    5. Julie Posselt, 2018. "Normalizing Struggle: Dimensions of Faculty Support for Doctoral Students and Implications for Persistence and Well-Being," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(6), pages 988-1013, November.
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