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Collaborative Autoethnography of Dissertating Students: Providing Support and Motivation Within a Virtual Workspace During the COVID-19 Pandemic

Collaborative Autoethnography of Dissertating Students: Providing Support and Motivation Within a Virtual Workspace During the COVID-19 Pandemic

Joanne Baltazar Vakil, Zhenjie Weng, Ho-Chieh Lin
Copyright: © 2022 |Pages: 19
ISBN13: 9781799896289|ISBN10: 1799896285|ISBN13 Softcover: 9781799896296|EISBN13: 9781799896302
DOI: 10.4018/978-1-7998-9628-9.ch011
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MLA

Vakil, Joanne Baltazar, et al. "Collaborative Autoethnography of Dissertating Students: Providing Support and Motivation Within a Virtual Workspace During the COVID-19 Pandemic." Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education, edited by Eleni Meletiadou, IGI Global, 2022, pp. 220-238. https://doi.org/10.4018/978-1-7998-9628-9.ch011

APA

Vakil, J. B., Weng, Z., & Lin, H. (2022). Collaborative Autoethnography of Dissertating Students: Providing Support and Motivation Within a Virtual Workspace During the COVID-19 Pandemic. In E. Meletiadou (Ed.), Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education (pp. 220-238). IGI Global. https://doi.org/10.4018/978-1-7998-9628-9.ch011

Chicago

Vakil, Joanne Baltazar, Zhenjie Weng, and Ho-Chieh Lin. "Collaborative Autoethnography of Dissertating Students: Providing Support and Motivation Within a Virtual Workspace During the COVID-19 Pandemic." In Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education, edited by Eleni Meletiadou, 220-238. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9628-9.ch011

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Abstract

The pandemic compels higher education programs to consider ways to offer virtual support to students of color. This qualitative study, using collaborative autoethnography, investigates how three Ph.D. candidates from diverse cultural and educational backgrounds experienced isolation during the COVID-19 pandemic and found support and motivation within a virtual workspace. Interweaving a framework minimizing doctoral attrition with communities of practice, the researcher-participants analyze pre- and post-surveys, reflections, and focus group interviews. Key findings point towards (1) social capital inequities and financial disadvantages experienced by international students, (2) tensions and negotiations handled online with social organizations and advisors, and (3) the results of increased emotional support with active participation in a messaging platform. Implications for leaders and instructors in higher education include the implementation of small group virtual spaces as an institutional practice to promote the wellness and productivity of graduate students.

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