Doctoral Students in Humanities and Social Sciences: The Role of Advisers on Stress and Career

• In Event: Unearthing Graduate Student Experiences Across Multiple Educational Contexts

Abstract

This study examines the narratives of doctoral students in humanities and social sciences to understand the role of faculty advisers on doctoral student outcomes--with a particular focus on career development and stress throughout doctoral studies. A narrative inquiry was conducted at a large, public research university; eleven humanities and social sciences doctoral students across various disciplines were interviewed. Using a developmental advising conceptual framework, a narrative analysis was conducted with a focus on relationships and interactions between students and their faculty advisers, including support around stress and career decision-making. Preliminary findings demonstrate students’ unmet expectations around the role of advisers on career planning and stress related to doctoral study and post-degree career goals.

Authors

• Michael J. Stebleton, University of Minnesota - Twin Cities

• Lisa Smith Kaler, University of Minnesota - Twin Cities

• Ben Marcy, University of Minnesota - Twin Cities