The purpose of this study was to examine the professional socialization of women in doctoral level mathematical sciences through the application of professional socialization theory. It focused on identifying policies and practices that enhanced the socialization process in ways that increased the number of women in doctoral level mathematical sciences at two university departments in the U.S. Data were obtained by conducting semi-structured interviews with 25 people (11 faculty members, 14 female graduate students) and collected from multiple sources applying Cohen and Manion's (1994) triangulation theory. The data were analyzed based on Miles and Huberman's (1994) framework for qualitative data analysis. Using Yin's (1994) recommendations for multiple case analyses, data from the two departments were first analyzed separately. In a cross-case analysis, comparisons were drawn across the two cases. Ragin's (1987) comparative case-oriented strategy and the Boolean algebra approach to qualitative comparison were applied to systematically present the similarities and differences in the findings of the two cases.

The major findings of this study are as follows: first, personal beliefs and values influenced departmental chairs to identify the problem of the under-participation of women in doctoral mathematical sciences and to make policy decisions to address the problem. Second, the major causes of the problem included faculty members not encouraging undergraduate and Master's female students to major and pursue mathematics to the PhD level, and elements of the graduate admissions process. Recruitment programs and admissions of women based on a holistic model of evaluating student capacity and potential increased their number in mathematical sciences departments. Third, changes in some existing policies, including the restructuring of qualifying examinations made it easier for women to transition to graduate school. Fourth, participation in the community of practice and positive interaction with faculty influenced the development of professional identity among female students. Female faculty and female speakers acted as role models for female graduates, thus encouraging their persistence to the completion of their degrees. Finally, instead of having specific policies for women, the two departments were responsive to individual situations and aimed to provide a supportive environment to all graduate students.