Distance Education Disrupting Inequality: A Qualitative Research Synthesis of Doctoral Persistence of Historically Marginalized Populations

• In Event: Challenges and Opportunities With Online, Distance, and Virtual Education

Abstract

Distance education (DE) has profoundly disrupted systems of doctoral education that have historically favored and largely catered to white males. Through DE programs, doctoral degree attainment is now within the reach of many groups of students who historically had limited access to higher education. In this presentation we share findings and facilitate discussion of implications from a qualitative research synthesis centered on the persistence of special populations enrolled in DE doctoral programs. Through DE programs the participants in the primary studies analyzed were able to access higher education and pursue a doctoral degree by integrating their academic identity with other closely held identities. These findings demonstrate that DE plays a transformative role in making higher education more just and inclusive.

Authors

• Lucinda S. Spaulding, University of Lynchburg

• Amanda J. Rockinson-Szapkiw, University of Memphis

• Teresa Theiling, The University of Memphis

• Maria Theresa Spaulding, Liberty University