"Research Is Inherently an Insecure Proposition": Faculty Perceptions of Doctoral Students' Intellectual and Psychosocial Challenges

• In Event: AERA Roundtable Session 12
  In Roundtable Session: Research and Publishing

Abstract

Given the increasing prevalence of mental health challenges among graduate students, the purpose of this study was to examine faculty perceptions of the intellectual and psychosocial challenges experienced by doctoral students and how faculty may respond to these challenges. Guided by the institutional logics framework, qualitative interview data was collected from faculty members. Results indicate that alongside the intellectual challenges inherent in the research process, competitive environments and comparisons to others can negatively influence students’ mental health. In response, faculty view their role as helping to counteract doubts, insecurities, and imposter syndrome. While faculty reported a variety of strategies for supporting and engaging with students, they also raised concerns regarding limitations on mental health challenges they are equipped to handle.

Author

• Kari L. George, University of Illinois at Urbana-Champaign