This article presents findings from a research study aimed at understanding doctoral students’ professional challenges and examining the availability, and use, of existing professional development supports to navigate those challenges.
Doctoral student attrition is a consistent, ongoing problem and highest among marginalized students. Attrition results in negative consequences at multiple levels. Research documents the need for and benefits of doctoral professional development. Yet, little is known about obstacles students face in developing professional skills or students’ involvement with existing programming. The current study used mixed methods to identify students’ challenges in multiple domains and gaps in access to and utilization of professional development support from 41 doctoral students in criminal justice and related fields. It examined whether students’ confidence—a predictor of degree completion—varies by access and use, and whether differences in access, use, and confidence exist by identity characteristics known to shape experiences in academia. Results suggest that students may not receive enough professional development to best prepare for degree completion or future careers and that differences in access, utilization, and confidence vary by identity characteristics. Implications are discussed. (Published Abstract Provided)