On Becoming a Scholar: Socialization and Development in Doctoral Education

ISBN-13: 9781579224455 / Angielski / Miękka / 2010 / 296 str.

Susan K. Gardner; Pilar Mendoza; Ann E. Austin

Opis

Despite considerable research that has provided a better understanding of the challenges of doctoral education, it remains the case that only 57% of all doctoral students will complete their programs.

This groundbreaking volume sheds new light on determinants for doctoral student success and persistence by examining the socialization and developmental experiences of students through multiple lenses of individual, disciplinary, and institutional contexts.

This book comprehensively critiques existing models and views of doctoral student socialization, and offers a new model that incorporates concepts of identity development, adult learning, and epistemological development.

The contributors bring the issues vividly to life by creating five student case studies that, throughout the book, progressively illustrate key stages and typical events of the socialization process. These fictional narratives crystallize how particular policies and practices can assist or impede the formation of future scholars.

The book concludes by developing practical recommendations for doctoral students themselves, but most particularly for faculty, departments, universities, and external agencies concerned with facilitating doctoral student success.

Recenzje

"The clearly articulated purpose of this book, edited by Drs. Susan Gardner and Pilar Mendoza, is to expand and critique the existing models of doctoral education while providing alternative views of the student socialization process, especially in the developmental processes involved. In some of the chapters in this text the editors clearly accomplish their goals and truly provide new research and alternative views... This book is one of very few that acknowledge that graduate students may encounter challenges that require them to revisit aspects of their social and academic development they experienced as undergraduates."

Journal of College Student Development

“This book brings together the work of an impressive group of scholars to highlight, synthesize, and reflect on key research and findings concerning the process through which doctoral students become scholars. It opens the door for new theoretical perspectives to explain and guide the process as well as creative strategies for enhancing the effectiveness of doctoral education. Through the research reported in this book and the vignettes describing the lives of students diverse in their disciplines, gender, race and ethnicity, age, and partner status, this volume advances our understanding of the complex and diverse ways in which individuals experience doctoral education. It moves the field forward not only by synthesizing what we know, but by identifying important directions for future research.”

Ann E. Austin

Spis treści

Foreword—Ann E. Austin Part I. Setting the Context Introduction—Susan K. Gardner and Pilar Mendoza The Ph.D. in the United States—Pilar Mendoza and Susan K. Gardner Part II. Socialization for the Profession 1. Doctoral Student Socialization for Teaching Roles—Melissa McDaniels 2. Doctoral Student Socialization for Research—John C. Weidman 3. Doctoral Student Socialization for Service—Kelly A. Ward Part III. Contextualizing Socialization 4. Entering Different Worlds. Socialization into Disciplinary Communities—Chris Golde 5. Doctoral Student Socialization in Interdisciplinary Fields—Karri Holley 6. Academic Capitalism. A New Landscape for Doctoral Socialization—Pilar Mendoza Part IV. Intersecting Socialization and Demographics 7. The Individual and the Institution. Socialization and Gender—Margaret Sallee 8. The Ph.D. Degree and the Marriage License—Catherine Millett and Michael Nettles 9. A Sense of Belonging. Socialization Factors That Influence the Transitions of Students of Color Into Advanced-Degree Programs—Rachelle Winkle-Wagner, Susan D. Johnson, Carla Morelon-Quainoo, and Lilia Santiague Part V. Beyond Socialization 10. Doctoral Student Development—Susan K. Gardner 11. The Overlooked Significance of Doctoral Students as Adult Learners—Carol Kasworm and Tuere Bowles 12. Exploring Epistemological Diversity in a Doctoral Seminar—Dawn Shinew and Tami Moore Conclusion—Susan K. Gardner and Pilar Mendoza

O autorze

Susan K. Gardner is Associate Professor of Higher Education at the University of Maine, in Orono. She writes and presents widely on issues related to doctoral student success and development, and recently published The Development of Doctoral Students: Phases of Challenge and Support.

Pilar Mendoza is currently Assistant Professor in Higher Education at the University of Florida, having previously served as an assistant professor in the Department of Educational Leadership at Oklahoma State University. Her research focuses on the impact of academic capitalism on the public good of higher education.

Ann E. Austin is Professor of Higher, Adult, and Lifelong Education at Michigan State University, where she twice has held the Mildred B. Erickson Distinguished Chair (from 2005-2008, and again in 2014 until taking a leave in 2015 to assume another role). She is now serving as a Program Director in the Division of Undergraduate Education at the National Science Foundation (on leave from MSU). Her research concerns faculty careers and professional development, teaching and learning in higher education, the academic workplace, organizational change, doctoral education, and reform in science, engineering, and mathematics (STEM) education. She is a Fellow of the American Educational Research Association (AERA) and the Past-President of the Association for the Study of Higher Education (ASHE), and she was a Fulbright Fellow in South Africa (1998). She is a founding co-leader of the Center for the Integration of Research, Teaching, and Learning (CIRTL), and was the Principal Investigator of an NSF-funded grant to study organizational change strategies that support the success of women scholars in STEM fields. Her work is widely published, including Educating Integrated Professionals: Theory and Practice on Preparation for the Professoriate (co-edited with C. Colbeck and K. O’Meara, 2008), Rethinking Faculty Work: Higher Education's Strategic Imperative (co-authored with J. Gappa and A. Trice, 2007), Creating the Future of Faculty Development (co-authored with M. D. Sorcinelli, P. L. Eddy, and A. L. Beach, 2006), and Developing New and Junior Faculty (co-edited with M. D. Sorcinelli, 1992), as well as other books, articles, chapters, and monographs concerning faculty issues and other higher education topics in the United States and in international contexts. She served as a member of the study team for the Asian Development Bank’s project and monograph series on Higher Education in Dynamic Asia.

Kevin Kruger An accomplished speaker, leader, and educator, Kevin Kruger joined NASPA as Associate Executive Director in 1994, and became its first executive-level President on March 15, 2012. In his capacity as a national advocate for students and the primary spokesperson for student affairs administrators and practitioners, he draws on more than 30 years of experience in higher education. Prior to NASPA, Dr. Kruger worked for 15 years at the University of Maryland College Park and the University of Maryland Baltimore County. During his tenure at the University of Maryland he worked in orientation, student activities, leadership development, admissions, and with the vice president for student affairs office. Dr. Kruger has also served as an adjunct faculty member in the Student Development in Higher Education program at Trinity College in Washington, DC. Dr. Kruger represents NASPA in national forums such as the Washington Higher Education Secretariat, which includes the leaders of approximately 50 higher education associations. While at NASPA, he has pursued a number of initiatives designed to enhance the association's role in public policy, research, professional development, and student learning and assessment, with a particular interest in the use of technology in serving diverse student populations. Dr. Kruger has published and presented nationally on leadership development, using technology in student affairs administration, international education and is a regular lecturer on technology in student affairs, the Myers Briggs Type Indicator, assessment and student learning. He is the editor of two Jossey-Bass publications, Technology Innovations in Student Services and Using Technology to Promote Student Learning. He also has chapters in The Handbook of Student Affairs Administration.