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Familial roles and support of doctoral students.

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Title: Familial roles and support of doctoral students.
Authors: Walsh, Bridget A.1 (AUTHOR) bridgetw@unr.edu, Mitchell, Sarah1 (AUTHOR), Batz, Ruby1 (AUTHOR), Lee, Angela1 (AUTHOR), Aguirre, Matthew1 (AUTHOR), Lucero, Julie2 (AUTHOR), Edwards, Adrienne3 (AUTHOR), Hambrick, Keira4 (AUTHOR), Zeh, David W.5 (AUTHOR)
Source: Family Relations (John Wiley & Sons, Inc.). Dec2023, Vol. 72 Issue 5, p2444-2464. 21p.
Subject Terms: *Family roles, *Family support, *Doctoral students, *First-generation college students, Social marginality
Abstract: Objective: Identify the role(s) and support(s), if any, that family members provide to first‐generation and historically marginalized doctoral students, including strengths and challenges of this support. Background: Nonfinancial family support is important for the success and retention of first‐generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed. Method: During an intervention designed for first‐generation and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis. Results: Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life. Conclusion: The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States. Implications: Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success. [ABSTRACT FROM AUTHOR]
Copyright of Family Relations (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Familial roles and support of doctoral students.
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  Data: <searchLink fieldCode="JN" term="%22Family+Relations+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Family Relations (John Wiley & Sons, Inc.)</searchLink>. Dec2023, Vol. 72 Issue 5, p2444-2464. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Family+roles%22">Family roles</searchLink><br />*<searchLink fieldCode="DE" term="%22Family+support%22">Family support</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink><br />*<searchLink fieldCode="DE" term="%22First-generation+college+students%22">First-generation college students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+marginality%22">Social marginality</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Objective: Identify the role(s) and support(s), if any, that family members provide to first‐generation and historically marginalized doctoral students, including strengths and challenges of this support. Background: Nonfinancial family support is important for the success and retention of first‐generation and historically marginalized graduate students. More empirical studies of the role(s) and support of family members of these doctoral students are needed. Method: During an intervention designed for first‐generation and historically marginalized doctoral students and their families, we conducted four focus groups with doctoral students (n = 22) and three focus groups with the family members they chose to accompany them (n = 15). Transcripts were analyzed using thematic analysis. Results: Two themes emerged from the data: support and connection. In addition to providing distinct types of support, families play both supportive and connective roles. There are challenges to family roles and support in areas such as communication, doctoral student stress, and different ways that family members and doctoral students think about and approach life. Conclusion: The study provided key insights to understanding the roles and support of family of doctoral students; more efforts are needed across graduate schools in the United States. Implications: Family science faculty and graduate schools may collaborate to provide meaningful interventions for graduate students and their families for the goal of promoting graduate student retention and success. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Family Relations (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173586762
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        Value: 10.1111/fare.12848
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        Text: English
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      – SubjectFull: Family support
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      – SubjectFull: Doctoral students
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      – SubjectFull: First-generation college students
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              M: 12
              Text: Dec2023
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