تقاطع جنسیت با هویت عاطفی زنان دانشجوی دورۀ دکتری

این مطالعه با هدف شناخت تجاربی که در طول دورۀ دکتری بر تقاطع هویت عاطفی و جنسیت دانشجویان زن تاثیر می‌گذارند، با رویکرد کیفی و با استفاده از روش پدیدارشناسی هرمنوتیک انجام‌ شده است. یکی از کاربردهای پژوهش‌های پدیدارشناسانه، بررسی تکامل زندگی و روش‌هایی است که یک زن می‌تواند جهان را به‌عنوان یک زن تجربه کند. مشارکت‌کنندگان پژوهش، چهار تن از دانشجویان زن دورۀ دکتری در رشته‌های علوم انسانی و علوم پایۀ دانشگاه‌های دولتی هستند. روایت‌های این زنان از تجارب زیسته‌شان به‌وسیلۀ مصاحبۀ تلفنی جمع‌آوری و مراحل تکمیلی از طریق پیام‌رسان واتساپ انجام شد. داده‌های حاصل از شناسایی و جداسازی تم‌ها (مضمون‌ها) با بهره‌گیری از رویکرد تحلیل تفسیری، تحلیل شدند. یافته‌ها در قالب دو مضمون «نگاه غیر جنسیتی استادان مرد» و «نگاه جنسیت‌زده به دانشجو» ارائه شدند که نشان می‌دهد «فرهنگ دانشگاه در برابری جنسیتی» و « فراروایت اقتدار در استادان زن» بر هویت عاطفی این زنان در تقاطع با جنسیت تاثیرگذار است

gender intersection with the emotional identity of female ph.d. students

this study aims to identify the experiences that affect gender intersection with the emotional identity of female students during the doctoral course through a qualitative approach and hermeneutic phenomenology. one of the applications of phenomenological research is to study life’s evolution and the various courses of action in which a woman can experience the world as a woman. the participants of this research are four ph.d. students of humanities and basic sciences in public universities. these women’s narratives regarding their emotional lived experiences in the university were collected through a phone interview and the additional steps were taken through whatsapp messenger. the data attained from identification and isolation of themes were analyzed using the interpretive analysis approach. findings emerged in two themes: “gender-neutrality attitude of male professors” and “gender-specific attitude toward students” which indicates that “university culture in gender equality” and “the metanarrative of authority in female professors” affect the gender intersection with the emotional identity of these women.introductionidentity can be defined as a collection of concepts that characterize how individuals think about themselves when they are considering themselves (stets 2015). the central identity aspects such as gender, social class, age, race and ethnicity, religion, and emotions play a significant role in constructing a variety of opportunities and challenges, as well as in how one perceives and experiences the world.considering that experience is dependent on the body, which itself is a medium that serves to collect experiences and perform sensory actions (knoblauch, 2011), the present study focused on female students to investigate the existence of gender effects on their emotional experiences in higher education. recognizing the experiences that affect the female students’ emotional identity intersections during the doctoral program provides a deeper understanding of being a woman in the world. sheldon stryker’s identity theory and peter burke’s identity control theory were applied in this study to interpret the participants’ experiences.stryker suggests that identities are roles that individuals assume in relation to their position in the social structure (iman and rouhani, 2013). the roles with a constructive and empowering effect in certain situations will reinforce an individual’s engagement in a certain identity. nonetheless, if the effect or emotional reaction toward that certain identity is not positive, the individual experiences negative emotions and tries to improve the performance of their role. reciprocally, if the individual does not tend to improve that certain identity, their commitment to that role will decrease (turner, 2012). in the identity theory, whether an individual has positive or negative emotions in a situation depends on the correspondence between how they think of themselves in that situation regarding the standard definition of their identity for that particular situation. higher correspondence or identity verification with an individual’s perception regarding a certain situation will generate positive emotions, while lower correspondence or identity rejection will generate negative emotions (burke and stets, 2009).methodologythis research was conducted with a qualitative approach using hermeneutic phenomenology. regarding academic teaching, van manen suggests that “pedagogy requires a way with language in order to allow the research process of textual reflection to contribute to one’s pedagogic thoughtfulness and tact” (1990). two general steps were considered for the data interpretation, in correspondence with van manen guidelines.step 1: identification or isolation of themes: in this section, the wholistic or sententious approach was applied to the work to identify and isolate the themes. the wholistic approach regards the text as a coherent entity in which the central idea is to identify the one vital and critical meaning of the text. thereafter, we would try to convey that meaning in an expression, sentence, or phrase that would be able to represent the whole body of text within itself.step 2: application of the interpretive analytical approach: in this approach, the data obtained from interviews are interpreted using the mentioned theories. steps 1 and 2 are not separated, but simultaneously conducted to interpret the themes as they are being identified.the participants of this study were four female ph.d. candidates. this small sample was selected because this study needed specific detailed interpretive descriptions and a deeper interaction with each individual. semi-structured interviews were used to collect the data. due to the covid-19 pandemic, the interviews were conducted through phone calls, and the additional steps were taken through whatsapp messenger. the interviews were transcribed immediately, and the final transcripts were handed over to the participants for review.