Reflections of the First Half Marathon in Preparation to Complete a Dissertation Using Q Methodology

Background

The narrative of this chapter is based on the conceptualization of the pursuit of a doctorate degree being made up of two half marathons: the first half marathon begins with admissions through comprehensive exams and the second half marathon begins the dissertation journey through to completion. The author’s educational background influenced the choice of doctoral program. The author earned her undergraduate degree in Sociology with minors in Women’s Studies and Statistics at a predominantly White institution in the midwestern United States. After moving and having difficulty finding employment using her undergraduate degree, the author returned to school and earned a graduate degree in Sociology at a Historically Black College or University (HBCU) in the southeastern United States.

As a first-generation doctoral student, the author’s family is emotional supportive of her decision to continue to pursue her education. First-generation students tend to be “defined as individuals whose parents did not earn an undergraduate degree” (Gardner & Holley, 2011, p. 77). According to the National Science Foundation (2018), 68.8 percent of parents of 2017 doctorate recipients held a bachelor’s or advanced degree. Overall, approximately one out of three doctorate recipients in 2017 were first-generation students (National Science Foundation, 2018).

In the author's experience of discussions about her consideration of pursuing a doctoral degree, there was a focus on the differences and values of a Doctor of Philosophy (Ph.D.) in Sociology or a Doctor of Education (Ed.D.) in Educational Leadership. The author’s decision was greatly influenced by the fact that the institution of employment only offered an Ed.D. in Educational Leadership, while pursuing a Ph.D. in Sociology would require travel, although manageable. The author’s familiarity with the institution and faculty members was reassuring and comforting. The transferability of the Ed.D. in Educational Leadership was important to the author in hopes of expanding future employment opportunities.

A student could pursue either an Ed.D. or a Ph.D. in Education both are terminal degrees and implicitly have equal value (Andersen, 1983; Leist & Scott, 2011). Although similar, Ph.D. programs may be considered scholarly degrees focused on conducting research and Ed.D. programs may be considered professional degrees focused on preparing a practitioner (Andersen, 1983; Leist & Scott, 2011). Andersen (1983) noted that Ph.D. recipients were more likely to work in the higher education sector, and Ed.D. recipients were more likely to be employed in the K-12 education sector but both degrees prepare students to work in either sector.