Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students' Academic and Professional Trajectories.
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| Title: | Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students' Academic and Professional Trajectories. |
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| Authors: | Blaney, Jennifer M. (AUTHOR), Wofford, Annie M. (AUTHOR), Jeong, Soojeong (AUTHOR), Kang, Jina (AUTHOR), Feldon, David F. (AUTHOR) |
| Source: | Journal of Higher Education. 2022, Vol. 93 Issue 7, p1037-1063. 27p. 1 Diagram, 1 Chart. |
| Subjects: | Professional socialization, STEM education, Doctoral students, Graduate education, Science students, Graduate students |
| Abstract: | Guided by theories of socialization and possible selves, this study examines how STEM doctoral students perceive their academic and professional trajectories. More specifically, we rely on four years of interview data from 66 doctoral students in the biological sciences to explore students' perceived trajectories, focusing on the salient identities and experiences that shape the way students identify and describe their graduate experiences over time. Findings reveal wide variation in terms of how students described their trajectories, with some students describing linear trajectories and/or unchanging career interests, while others described their developmental trajectories as highly turbulent and non-linear. These perceived trajectories were largely shaped by student-advisor interactions, the value students placed on becoming "independent" scientists, and the privilege students brought with them to their graduate programs. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Guided by theories of socialization and possible selves, this study examines how STEM doctoral students perceive their academic and professional trajectories. More specifically, we rely on four years of interview data from 66 doctoral students in the biological sciences to explore students' perceived trajectories, focusing on the salient identities and experiences that shape the way students identify and describe their graduate experiences over time. Findings reveal wide variation in terms of how students described their trajectories, with some students describing linear trajectories and/or unchanging career interests, while others described their developmental trajectories as highly turbulent and non-linear. These perceived trajectories were largely shaped by student-advisor interactions, the value students placed on becoming "independent" scientists, and the privilege students brought with them to their graduate programs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00221546 |
| DOI: | 10.1080/00221546.2022.2082761 |
