Promoting the Scholarly Writing of Female Doctoral Students in Higher Education and Student Affairs Graduate Programs

Abstract

This study reports on the influence of their doctoral experiences on the scholarly writing and productivity of tenured women faculty members in higher education and student affairs programs. Factors that contributed to creating their identities as scholarly writers and influenced their scholarly writing and productivity included: a) structured opportunities in research, writing, and publishing, b) mentors, and c) student peers. Strategies are presented for faculty members, student affairs administrators, and female students who encourage women to develop a commitment to integrate scholarly activities and writing into their professional identity and practice.