From Isolation to Inclusion: Writing Groups as Fictive Kin for Doctoral Students

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Abstract

The high attrition rate of doctoral students, especially those from marginalized backgrounds, underscores the need for effective support systems. This paper examines the role of writing groups in promoting doctoral completion and developing scholarly identity. Through focus group analysis, we explore how participants perceive their identities and relationships within writing groups. The findings suggest that writing groups function as high-impact communities of practice, fostering a sense of fictive kinship and offering unique support beyond traditional structures like Leader-Scholar Communities. Our research highlights the importance of providing diverse support options, including opt-in writing groups, to address cognitive, affective, and social challenges, ultimately enhancing doctoral students' success and fostering inclusive academic communities.

Authors

• Kayla Ritter Rickels, OneGoal

• Brandelyn L. Tosolt, Northern Kentucky University