Doctoral Students: Equity in Academic Coaching Makes a Difference

a piece of rolled paper with a red ribbon leaning on a pile of books with a miniature graduation cap on top for an article entitled "Doctoral Students: Equity in Academic Coaching Makes a Difference" — ***Doctoral Students: Equity in Academic Coaching Makes a Difference***

Equity matters in doctoral academic coaching. Doctoral academic is a structured equity-centered support process that helps doctoral students strengthen their research, writing, time management, and scholarly identity so that they can progress confidently and consistently toward degree completion. Often doctoral academic coaching is positioned as a luxury item and not as a necessity. There are several reasons for this point of view. One reason may be that doctoral academic coaching is often expensive. Because the cost for this type of coaching may be out of reach for marginalized or first-generation doctoral students, it sometimes is labeled as a luxurious or unnecessary expense.

However, doctoral academic coaching is an important part of the successful doctoral journey for many students. Appropriate doctoral academic coaching may determine whether a student is able to complete the doctoral journey. With this fact in mind, universities should help pay the cost of doctoral academic coaching or provide such coaching for students as needed. Equity in doctoral academic coaching means coaching services are accessible, and in student centered language. The stakes for doctoral students are high because inequitable coaching contributes to attrition, burn-out, and delayed completion of doctoral programs. In this article we will examine barriers to equitable doctoral coaching, illuminate equity centered coaching practices and advocate for systemic change.

Understanding Equity in Doctoral Academic Coaching

Let’s begin with a brief discussion of what academic coaching is and what it is not. Academic coaching involves skill building, goal-oriented support focused on performance, growth, and actionable strategies. Advising involves guidance that provides information, direction, or recommendations based on policies, requirements, or expertise. Mentoring involves relationship-based support centered on long-term development, wisdom sharing, and professional identity. There are some key differences between the three. Coaching emphasizes structured improvement and accountability. Advising emphasizes clarity and decision support. Mentoring emphasizes holistic development and long-term connection. Each of these things serves a different purpose. The purpose of coaching is to provide immediate skill growth. Advising serves the purpose of helping one make informed choices. Mentoring provides sustained career development.

In the context of doctoral academic coaching, Equity means ensuring that every doctoral student receives the Support they need to thrive in their doctoral Program. Equal access is simply not enough. Equal access means every student receives the exact same thing. This is not sufficient. For example, first-generation doctoral students need more support and mentoring than students who come from generations of people who have successfully completed doctoral programs. Doctoral academic coaching is often inequitable. This is due in part to the fact that there is often uneven access to the resources that makes such coaching possible. In some cases, there is a mismatch between students and faculty. There may also be issues of hidden curriculum and unwritten rules that some students have no way of discovering or using to their advantage.

Barriers Often Faced in Accessing Effective Doctoral Academic Coaching

There are a number of barriers faced by attempting to access effective doctoral academic coaching. It is important to recognize barriers so that work can be done mitigate or eliminate them. The following barriers are commonly faced by those who are attempting to access effective doctoral academic coaching:

Structural Barriers
Social and Cultural Barriers
Economic Barriers
Psychological and Emotional Barriers

Structural Barriers

There are several structural barriers that doctoral students may encounter and their attempts to equitable doctoral academic coaching. One structural barrier is the lack of formal coaching programs. Many universities do not have formal coaching programs for doctoral students. This means that some students who need such coaching will not be able to access it at school and may not know where to go to receive reliable, equitable doctoral academic coaching. Another structural barrier is faculty advisors are often overburdened and find it difficult to provide academic coaching for students. A final structural barrier is there may be inconsistent department expectations. So that the academic coaching received by one student from a teacher may vary from the academic coaching available to another student with another professor.

Social and Cultural Barriers

There are also several social and cultural barriers that may be experienced by students who are attempting to secure equitable doctoral academic coaching. One of those barriers is that first generation doctoral students may not be aware such coaching exists or the many benefits of such coaching. Students of color often report experiencing bias, isolation, or stereotype threats when attempting to secure appropriate doctoral academic coaching. International students may face cultural or linguistic challenges that make it difficult for them to appropriate doctoral academic coaching.

Economic Barriers

There are a few economic barriers students finding appropriate doctoral academic coaching services. One barrier is the high cost of private coaching services. A second economic barrier is that there is limited funding for extended time to degree completion. In some cases, this means that if a doctoral program is not completed within a certain time, the student will not be able to pay to continue their studies. Finally, the obligation to balance work, family, and academic responsibilities often provides an economic barrier for students.

Psychological and Emotional Barriers

Finally, there are a few psychological and emotional barriers to doctoral students being able to secure beneficial academic coaching. One of these barriers is imposter syndrome. Doctoral students, particularly first generation and students from traditionally marginalized communities, often experience imposter syndrome. Even though they belong in the doctoral program they have chosen to enter, there was still A sense of doubt and lack of skill felt by these students. Students report having a fear of asking for help. Often, they do not want to ask for help for fear it will make them look as if they do not belong in the program. In other cases, they do not know what they should ask or whom they should ask. Finally, some students experience shame because of slow progress or stall attempts satisfactorily completing writing assignments.

What Equitable Doctoral Academic Coaching Looks Like in Practice

Equitable doctoral academic coaching has a special look and feel. Some of its elements include culturally responsive coaching, transparent structured support, trauma informed and wellness centered, and Flexible, accessible coaching models. Because this method of coaching is culturally responsive, it requires coaches who understand the diverse identities and experiences of students. This means the coach understands that there is a difference between a legacy student and a first-generation student. There is a difference between traditional students and students who have been marginalized traditionally in academia. Coaches who are culturally responsive affirm students lived experiences and strengths. When doctoral academic coaching is equitable, it is transparent and provides structured support. This means that coaches lay out clear expectations, timelines, and milestones for students to adhere to. Coaches exemplify and teach students to break down large tasks into manageable steps. When this is done while students are undergoing coursework, it makes the dissertation process easier for them to understand and complete because the students have become accustomed to breaking down large tasks into manageable steps. Doctoral academic coaching should be trauma-informed and wellness centered. This means coaches can recognize stress, burnout, and emotional labor. Part of the coach’s job will be teaching students how to handle these things. In other words, students are supported holistically and not just academically. A characteristic of doctoral academic coaching is that it is flexible and accessible. This means that virtual sessions are available. Coaches should provide asynchronous feedback if necessary. Finally, a sliding scale for payments or institution funded options are available to cover the cost of the coaching.

The Role of Universities in Ensuring Equitable Coaching Access

Universities have a role to play in ensuring that doctoral students have equitable access to academic coaching. They have this responsibility because it is part of their mission to ensure student success. Academic coaching can be seen as a retention and completion strategy used by universities to ensure that students complete their programs. Equitable academic coaching can help to reduce inequities in time to degree statistics. Another thing that universities can do to ensure equitable access to academic coaching is to build formal coaching programs on their campuses. These coaching programs would have trained academic coaches, peer coaching networks, and writing centers with doctoral level expertise. A further step that could be taken by universities to help ensure doctoral students have equitable access to doctoral academic coaching is to support faculty to work as coaches and mentors for doctoral students. Faculty working in this capacity should be trained in culturally responsive advising. To ensure that faculty members have time to do the work required as academic coaches, universities should decrease faculty advising loads. Finally, universities should lay out clear expectations for faculty members who serve as mentors for doctoral students.

My Story of Transformation Through Equitable Doctoral Academic Coaching

It is important to note that doctoral academic coaching can be formal as well as informal in nature. When I was a doctoral student, pursuing a Doctor of Education degree, I benefited from an informal academic coaching relationship with my graduate advisor. That advisor was a woman of color who knew about and practiced culturally relevant pedagogy. She made sure that I knew about university programs and policies that could benefit me. She recommended me for honors and awards. In addition, she pushed to make my best work even better and was able to complete my program on time. I firmly believe that her coaching, guidance, and mentorship played a strong role in me being recognized by my university as the outstanding graduate student the year I graduated. Our relationship was not a formal one, nonetheless, it was extremely beneficial to me. Universities must work to have faculty members guide and support doctoral students particularly 1st generation students and students who come from backgrounds that have been traditionally marginalized. These relationships help the students become better students, graduate on time, and be prepared for life after graduation. It is important to note that professors who serve as academic coaches and mentors become better professors because those professors learn from their students as they teach and provide guidance.

Practical Steps Doctoral Students Can Take to Advocate for Equitable Coaching

There are several steps that doctoral students can take to advocate for equitable coaching. The first step is that students can identify their coaching needs. This means they can talk about things like writing, structure, accountability, and emotional support. Doctoral students should also ask for clarity from advisors and committees. It is important for doctoral students to seek out institutional resources. It is not enough for the students to wait for resources to be brought to their attention. They must take an active role in their own education and futures. A crucial step doctoral students may find beneficial is to build support networks with peer groups and writing partners. These types of groups and partnerships help students do better in school and give low stakes support that many students find beneficial. Doctoral students should document their progress and the challenges they face along the way. Additionally, they should specifically advocate for coaching access within their program.

Conclusion

Equitable doctoral educational consulting is essential for doctoral persistence and completion. It is important to point out again that educational coaching is not a luxury. It is a structural support that will help students do better in school and feel better about the experience. Such an action would be beneficial to the university, professors, and students. Universities benefit when they have happy students and high, on time completion rates. Professors benefit because their students will be more engaged and as a result learn more. Students benefit because with equitable academic coaching, they are more likely to feel good about their doctoral studies, do well in their classes, complete their programs, and do well in their professions after graduation.