Titlebook: Belonging, Gender and Identity in the Doctoral Years; Across Time and Spac Rachel Handforth Book 2022 The Editor(s) (if applicable) and The

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https://doi.org/10.1007/978-981-99-9730-5ate. These barriers were largely manifested in the context of their relationship with their supervisor. Supervisory relationships in STEM subjects are often characterised by rigid status distinctions, with a clear hierarchical structure between doctoral students and technicians and postdocs and more

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https://doi.org/10.1007/978-3-319-94310-7eir clinical focus (Boore, 1996)—attempted to develop a sense of belonging within their academic communities. It explores the challenges that participants encountered to belonging and the strategies they developed in trying to overcome these barriers. Drawing on literature which highlights the uncer

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Studies in Systems, Decision and Controlademic communities. Recognising literature which highlights how doctoral students in these subject areas are more likely to experience isolation than those in lab-based disciplines (Crook et al., 2021; Delamont, Atkinson, et al., 1997; Delamont et al., 2000; Phillips & Pugh, 2015), this chapter call

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Studies in Systems, Decision and Controlals might work to remove the barriers that women doctoral students face to belonging within academic communities. These strategies would support women doctoral students to connect with peers and academics; feel safe, valued and legitimate within academic spaces; and facilitate their academic identit

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,Academic Identities and Imagined Futures: Women’s Doctoral Journeys,ppy in my job and was motivated by a love of research which I had rediscovered in my part-time degree. I had started a master’s in social science research methods whilst working full-time in a related field, and had begun undertaking qualitative research exploring the career experiences of senior wo