Self-Care as Professionalization: A Case for Ethical Doctoral Education in Composition Studies

Through surveys and interviews of 433 doctoral faculty and students, we explore professional self-care practices and related issues of academic guilt, imposter syndrome, and burnout. We argue that self-care should be included as a professional practice, taught and modeled, to prepare doctoral studen...

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Bibliographic Details
Published in:	College composition and communication Vol. 71; no. 3; pp. 453 - 480
Main Authors:	Driscoll, Dana Lynn, Leigh, S. Rebecca, Zamin, Nadia Francine
Format:	Journal Article
Language:	English
Published:	Urbana National Council of Teachers of English 01-02-2020
Subjects:	Activities of daily living Annual Reports Anxiety Barriers Burnout College Faculty Composition instruction Doctoral Programs Doctoral Students Ethics Females Gender Differences Grading Graduate students Graduate studies Graduate Study Health Behavior Health services Higher education Humanities Labor Mental health Mental Health Programs Minority Group Students Modeling (Psychology) National Surveys Professional practice Professionalism Professionals Program Administration Racial Differences Resistance (Psychology) Self Concept State Surveys Stress Management Trauma Work life balance Writing (Composition) Writing Instruction
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Summary:	Through surveys and interviews of 433 doctoral faculty and students, we explore professional self-care practices and related issues of academic guilt, imposter syndrome, and burnout. We argue that self-care should be included as a professional practice, taught and modeled, to prepare doctoral students for careers as functional and healthy faculty.
ISSN:	0010-096X 1939-9006
DOI:	10.58680/ccc202030503