View in EDS HTML Full Text PDF Full Text

Shifting Gears: Characteristics and Consequences of Latent Class Transitions in Doctoral Socialization.

Saved in:
Bibliographic Details
Title: Shifting Gears: Characteristics and Consequences of Latent Class Transitions in Doctoral Socialization.
Authors: Jeong, Soojeong1 (AUTHOR) soojeong.jeong@aggiemail.usu.edu, Litson, Kaylee1 (AUTHOR), Blaney, Jennifer2 (AUTHOR), Feldon, David F.1 (AUTHOR)
Source: Research in Higher Education. Dec2020, Vol. 61 Issue 8, p1027-1053. 27p. 9 Charts, 1 Graph.
Subject Terms: *Biology students, *Doctoral students, *Education theory, Socialization, Social interaction
Abstract: Using a national sample of 336 biology Ph.D. students, this study classified students based on their interactions with faculty and peers, and investigated longitudinal changes in their interaction classifications over 3 years. We also examined associations between students' interaction classifications, their demographic backgrounds (e.g., gender, international student status, first-generation status, and underrepresented racial/ethnic minority status), and doctoral outcomes (e.g., sense of belonging, satisfaction with academic development, institutional commitment, and scholarly productivity). The findings revealed that three distinct subgroups existed among the current sample of biology Ph.D. students, with respect to their interactions with their faculty and peers: high interaction with faculty and peers, high interaction with peers only, and low interaction with faculty and peers. However, such patterns of doctoral students' interactions with faculty and peers tended to, in general, be stable over time. In addition, while the differential effects of demographic variables on changes in these interaction patterns were widely founded, such changes were not substantially linked to doctoral student outcomes. Implications for research on doctoral education and socialization theory are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Research in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 146556862
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Shifting Gears: Characteristics and Consequences of Latent Class Transitions in Doctoral Socialization.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jeong%2C+Soojeong%22">Jeong, Soojeong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> soojeong.jeong@aggiemail.usu.edu</i><br /><searchLink fieldCode="AR" term="%22Litson%2C+Kaylee%22">Litson, Kaylee</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Blaney%2C+Jennifer%22">Blaney, Jennifer</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Feldon%2C+David+F%2E%22">Feldon, David F.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Research+in+Higher+Education%22">Research in Higher Education</searchLink>. Dec2020, Vol. 61 Issue 8, p1027-1053. 27p. 9 Charts, 1 Graph.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Biology+students%22">Biology students</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+theory%22">Education theory</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using a national sample of 336 biology Ph.D. students, this study classified students based on their interactions with faculty and peers, and investigated longitudinal changes in their interaction classifications over 3 years. We also examined associations between students' interaction classifications, their demographic backgrounds (e.g., gender, international student status, first-generation status, and underrepresented racial/ethnic minority status), and doctoral outcomes (e.g., sense of belonging, satisfaction with academic development, institutional commitment, and scholarly productivity). The findings revealed that three distinct subgroups existed among the current sample of biology Ph.D. students, with respect to their interactions with their faculty and peers: high interaction with faculty and peers, high interaction with peers only, and low interaction with faculty and peers. However, such patterns of doctoral students' interactions with faculty and peers tended to, in general, be stable over time. In addition, while the differential effects of demographic variables on changes in these interaction patterns were widely founded, such changes were not substantially linked to doctoral student outcomes. Implications for research on doctoral education and socialization theory are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Research in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=146556862
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11162-019-09583-7
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 1027
    Subjects:
      – SubjectFull: Biology students
        Type: general
      – SubjectFull: Doctoral students
        Type: general
      – SubjectFull: Education theory
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Social interaction
        Type: general
    Titles:
      – TitleFull: Shifting Gears: Characteristics and Consequences of Latent Class Transitions in Doctoral Socialization.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jeong, Soojeong
      – PersonEntity:
          Name:
            NameFull: Litson, Kaylee
      – PersonEntity:
          Name:
            NameFull: Blaney, Jennifer
      – PersonEntity:
          Name:
            NameFull: Feldon, David F.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 03610365
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Research in Higher Education
              Type: main
ResultId 1