Reflections on the Education Doctorate

A Traditionally Untraditional Journey

Authors

DOI:

https://doi.org/10.5195/ie.2024.431

Keywords:

doctoral programs, Imposter Syndrome, women of color, leadership, peer-led mentoring

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.

References

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Published

2024-08-06

How to Cite

Fong-Batkin, L. (2024). Reflections on the Education Doctorate: A Traditionally Untraditional Journey. Impacting Education: Journal on Transforming Professional Practice, 9(3), 4–7. https://doi.org/10.5195/ie.2024.431

Issue

Vol. 9 No. 3 (2024): Voices from CANDEL: Leading for Equity and the Scholar-Practitioner Journey

Section

Themed-Leadership for Equity: Voices from CANDEL

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Copyright (c) 2024 LeAnn Fong-Batkin

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