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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.
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]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students' Academic and Professional Trajectories.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2022, Vol. 93 Issue 7, p1037-1063. 27p. 1 Diagram, 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Professional+socialization%22">Professional socialization</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+students%22">Science students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd 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.)
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        Value: 10.1080/00221546.2022.2082761
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        Text: English
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