Support and struggle: framing women’s experiences in doctoral studies

This research addresses various aspects of both favorable and detrimental framing that influence the doctoral study experiences of women. The findings indicate that supervisors, family, and friends play key roles as sources of support and role models, positively influencing participants’ motivation, resilience, and academic identity. Supervisors who act as mentors and role models, as well as supportive family and friends, are cited as the main positive framing components. Conversely, the study reveals that perceptions of inequality, particularly gender-based stereotypes in academic culture, and difficulties in work-life balance contribute to negative framing. Non-European participants report more challenges related to gender roles and stereotypes, while European participants do not face overt gender-based barriers. The study highlights how intrinsic motivation is shaped by supportive or constraining environments and how gendered dynamics influence the academic and emotional landscapes of doctoral study. The findings call for institutions to adopt policies that acknowledge the emotional labor and invisible burdens carried by women doctoral students, ensuring equitable access to mentoring, flexible work structures, and inclusive leadership. Future research could investigate comparative experiences of doctoral students with different backgrounds to further explore how gender intersects with academic motivation and how national, institutional, and cultural contexts shape these trajectories.