Dissertation Defense Announcement Ed.D. Program: Amber J. Lee “Exploring Motivation and Persistence Among Women Pursuing a PhD in Mathematics”

Women working toward a PhD in Mathematics, like others in STEM fields, often face challenges in areas where men have traditionally been the majority (Good et al., 2012; Lott et al., 2009). Drawing on two complementary theories, Tinto’s Theory of Student Persistence (1973, 1995) and Eccles’ Expectancy-Value Theory (1983), this study utilized semi-structured interviews with eight women in doctoral programs in mathematics to gain insight into their experiences.

The findings indicate that motivation and persistence are strongly connected to participants’ confidence and expectancy in their ability to succeed in the program, the value they assign to completing the PhD, and the perceived costs of continuing in the program. Motivation and persistence are strengthened through a dynamic process co-constructed by the interaction of individual beliefs, academic and institutional integration, and social relationships.

Faculty mentorships, peer and social networks played a decisive role in sustaining individuals’ motivation and persistence; as such, drawing on the support system strengthened their academic integration and a sense of belonging in the discipline and the broader community. Collectively, these forms of support played a decisive role in sustaining motivation and persistence.

Motivation and persistence toward doctoral degree completion are not individual attributes or effort; they emerge from an interplay of personal beliefs and motivation, faculty and social community support, and institutional resources. Together, these factors highlight the significance of clear program structures, meaningful mentoring, and inclusive departmental practices in helping women remain motivated and succeed.