Abstract
The mathematics community in the U.S. has become concerned about the state of doctoral education, including concerns about high attrition rates and the small numbers of women and students from some racial and ethnic groups. This paper proposes a model of doctoral student persistence and attrition, in which student participation in the life of the department and discipline lead to increased student integration, which is crucial for students' success. Ten faculty members and eighteen graduate students were interviewed about their interests,conceptions, and experiences within mathematics, in a case study of one mathematics department. In this department, students experienced four types of obstacles to their participation: obstacles stemming from the program structure, obstacles to participation in class, obstacles to participating with faculty outside of class, and obstacles stemming from faculty beliefs about teaching and learning. Implications for the retention of mathematics doctoral students are discussed.
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Herzig, A. Where have all the students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the PH.D.. Educational Studies in Mathematics 50, 177–212 (2002). https://doi.org/10.1023/A:1021126424414
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DOI: https://doi.org/10.1023/A:1021126424414