Reflections on the Education Doctorate-Reference-Cited by-同舟云学术

Reflections on the Education Doctorate

Published:2024-08-06 Issue:3 Volume:9 Page:4-7
ISSN:2472-5889
Container-title:Impacting Education: Journal on Transforming Professional Practice
language:
Short-container-title:IE

Author:

Fong-Batkin LeAnn^ORCID

Abstract

In this reflective essay, I explore learnings and reflections along my doctoral journey and analyze how this journey has been untraditional for an education administrator. As a scholar-practitioner, I include a section on the impact of societal changes since the COVID-19 pandemic. I then document continuing challenges for women of color administrators and refine imposter syndrome theory in my own way. Finally, I offer some thoughts about how to move forward.

Publisher

University Library System, University of Pittsburgh

Reference19 articles.

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2. Connley, C. (2023, November 16). Sallie Krawcheck on embracing a growth mindset: ‘I don’t do imposter syndrome’. Chief in Brief. https://chief.com/articles/sallie-krawcheck-on-embracing-a-growth-mindset-i-dont-do-imposter-syndrome

3. Edwards, C. W. (2019). Overcoming imposter syndrome and stereotype threat: reconceptualizing the definition of a scholar. Taboo: The Journal of Culture and Education, 18(1), 18–34. https://doi.org/10.31390/taboo.18.1.03

4. Fong-Batkin, L. G. (2011). Traditionally untraditional: The career trajectory navigation of California community college women of color administrators (Publication No. 534012). [Doctoral dissertation, University of California, Davis]. ERIC. https://eric.ed.gov/?id=ED534012

5. Hutchens, N., & Miller, V. (2023). Florida’s stop woke act: A wake-up call for faculty academic freedom. Journal of College and University Law, 48(1), 35–69.