TPC_Journal_10.4_Full_Issue

The Professional Counselor | Volume 10, Issue 4 547 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. Lynch, K. D. (2008). Gender roles and the American academe: A case study of graduate student mothers. Gender and Education, 20(6), 585–605. https://doi.org/10.1080/09540250802213099 Martinez, E., Ordu, C., Della Sala, M. R., & McFarlane, A. (2013). Striving to obtain a school-work-life balance: The full-time doctoral student. International Journal of Doctoral Studies, 8, 39–59. https://doi.org/10.28945/1765 Medina, S., & Magnuson, S. (2009). Motherhood in the 21st century: Implications for counselors. Journal of Counseling & Development, 87(1), 90–96. https://doi.org/10.1002/j.1556-6678.2009.tb00553.x Miller, D. I., & Wai, J. (2015). The bachelor’s to Ph.D. STEM pipeline no longer leaks more women than men: A 30-year analysis. Frontiers in Psychology, 6(37), 1–10. https://doi.org/10.3389/fpsyg.2015.00037 Misra, J., Lundquist, J. H., & Templer, A. (2012). Gender, work time, and care responsibilities among faculty. Sociological Forum, 27(2), 300–323. https://doi.org/10.1111/j.1573-7861.2012.01319.x Moustakas, C. (1994). Phenomenological research methods. SAGE. National Center for Science and Engineering Statistics. (2015). Doctorate recipients from U.S. universities: 2014. Special report NSF 16-300. National Science Foundation. https://www.nsf.gov/statistics/2016/nsf16300/ digest/nsf16300.pdf National Center for Science and Engineering Statistics. (2017). Doctorate recipients from U.S. universities: 2016. Special report NSF 18-304. National Science Foundation. https://www.nsf.gov/statistics/2018/nsf18304/ static/report/nsf18304-report.pdf Neale-McFall, C., & Ward, C. A. (2015). Factors contributing to counselor education doctoral students’ satisfaction with their dissertation chairperson. The Professional Counselor, 5(1), 185–194. https://doi.org/10.15241/cnm.5.1.185 Noonan, M. J., Ballinger, R., & Black, R. (2007). Peer and faculty mentoring in doctoral education: Definitions, experiences, and expectations. International Journal of Teaching and Learning in Higher Education, 19(3), 251–262. Offerman, M. (2011). Profile of the nontraditional doctoral degree student. New Directions for Adult and Continuing Education, 2011(129), 21–30. https://doi.org/10.1002/ace.397 Patton, L. D. (2009). My sister’s keeper: A qualitative examination of mentoring experiences among African American women in graduate and professional schools. The Journal of Higher Education, 80(5), 510–537. https://doi.org/10.1353/jhe.0.0062 Patton, L. D., & Harper, S. R. (2003). Mentoring relationships among African American women in graduate and professional schools. New Directions for Student Services, 2003(104), 67–78. https://doi.org/10.1002/ss.108 Pierce, L. A., & Herlihy, B. (2013). The experience of wellness for counselor education doctoral students who are mothers in the southeastern region of the United States. Journal of International Women’s Studies, 14(3), 108–120. https://vc.bridgew.edu/jiws/vol14/iss3/8 Stimpson, R. L., & Filer, K. L. (2011). Female graduate students’ work–life balance and the student affairs professional. In P. A. Pasque & S. E. Nicholson (Eds.), Empowering women in higher education and student affairs: Theory, research, narratives, and practice from feminist perspectives (pp. 69–84). Stylus. Trepal, H. C., Stinchfield, T. A., & Haiyasoso, M. (2014). Great expectations: Doctoral student mothers in counselor education. Adultspan Journal, 13(1), 30–45. https://doi.org/10.1002/j.2161-0029.2014.00024.x Wolfinger, N. H., Mason, M. A., & Goulden, M. (2008). Problems in the pipeline: Gender, marriage, and fertility in the ivory tower. The Journal of Higher Education, 79(4), 388–405. https://doi.org/10.1353/jhe.0.0015

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