Abstract
- I report on the results of my dissertation work, a qualitative investigation on the nature of the graduate school related experiences of women in collegiate mathematics education doctoral programs. I interviewed 9 women at 3 universities. Each woman had an advanced degree in mathematics and chose to move into a collegiate mathematics education doctoral program housed in a mathematics department. I used narrative and autoethnographic approaches, and consequently I was a co-participant. The focus of the two-interview protocol was exploring and extending the framework for doctoral mathematics student experience suggested by Herzig (2004a, 2004b). Results support the existing framework offered in the literature, as well as the emergence of 3 new categories: self as scholar, "my teaching," and future possible self.