| This study has explored the nature of online learning experiences for female doctoral graduate students of psychology. It has been recognized that graduate school is a difficult time for men and women; however, it also has been suggested that the graduate school experience is more stressful for women when considering the implicit female character and nature of role contagion. Distance education has been proffered as a practical option for female students trying to balance multiple roles and demands on their personal lives. This study has utilized heuristic inquiry, a qualitative research methodology, to uncover the meaning and essence of the phenomenon being studied: the essence of female graduate student experiences in an online learning environment. Analysis of the gathered data has resulted in the emergence of eight primary themes: (a) the convenience and flexibility of distance learning online programming, (b) the importance of mentor support, (c) the demand for the learner to manage multiple roles and corresponding responsibilities, (d) the importance of positive family support, (e) learner satisfaction with the quality of online programming, (f) the learner possessing a positive self-image, (g) the role of gender-based discrimination in the learner's educational experiences, and (h) limitations identified by the learner in her online degree programming. |
