Abstract
Multivariate statistical analyses were used to determine if differences existed between how men and women enrolled in distance education and residential doctorate of education programs in the United States managed and negotiated their family and academic lives. Results provided evidence that distance education students (n = 106) reported having lower academic-family satisfaction and functioning, more interference between the academic and family domains, and more impermeable boundaries between the domains than their residential peers (n = 71). Moreover, women (n = 126) in comparison to men (n = 51) reported poorer academic-family balance and the desire to set more rigid boundaries between their academic and family domains.
Highlights
Multivariate statistical analyses were used to determine if differences existed between how men and women enrolled in distance education and residential doctorate of education programs in the United States managed and negotiated their family and academic lives
Understanding the management and experience of academic-family integration, “the doctoral student’s cognitive, behavior, psychological, and affective processes of integrating academic and family domains” (Rockinson-Szapkiw, 2019, p. 77), may be critical in identifying success factors and developing supports and policies that are instrumental in improving doctoral programs, especially distance programs where student enrollment, especially of women, is continually increasing and persistence is continually a problem (Jaggars et al, 2013; Kauffman, 2015; Rockinson-Szapkiw, Spaulding, & Spaulding, 2016)
Results demonstrated that doctoral students attending residential and distance programs differ in their academic-family integration
Summary
Multivariate statistical analyses were used to determine if differences existed between how men and women enrolled in distance education and residential doctorate of education programs in the United States managed and negotiated their family and academic lives. This makes distance doctoral programs of particular interest to individuals, often women, who seek to integrate professional, academic, and family domains satisfyingly (Donnelly et al, 2016; Rockinson-Szapkiw, Sosin, & Spaulding, 2018). After entering a distance doctoral program, students, mainly women, report conflict and frustration related to managing and integrating their academic and non-academic domains (Rockinson-Szapkiw, Spaulding, & Lunde, 2017). These reports are congruent with the research examining remote employees. Understanding the management and experience of academic-family integration, “the doctoral student’s cognitive, behavior, psychological, and affective processes of integrating academic and family domains” (Rockinson-Szapkiw, 2019, p. 77), may be critical in identifying success factors and developing supports and policies that are instrumental in improving doctoral programs, especially distance programs where student enrollment, especially of women, is continually increasing and persistence is continually a problem (Jaggars et al, 2013; Kauffman, 2015; Rockinson-Szapkiw, Spaulding, & Spaulding, 2016)
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