Doctoral Students in Special Education: Characteristics and Career Aspirations

Abstract

This study was part of a comprehensive investigation on the supply and demand of special education faculty (see also Sindelar & Rosenberg; Pion, Smith & Tyler; and Smith, Pion, Tyler, & Gilmore, this issue). Students enrolled in doctoral programs during the Spring of 1999 were surveyed about their doctoral programs, educational background, experiences in applying to doctoral programs in special education, current doctoral study, post-graduation plans, and background information. The survey had an 82% response rate (1,267 students). The study found that doctoral students were older and their primary consideration in selecting a doctoral program was not having to relocate. Overall, students were fairly satisfied with the training they received in research skills, less so in areas of college teaching, administration/supervision, and cultural and linguistic diversity. Additionally, less than half (44%) were interested in faculty positions after graduation.