On Becoming a Scholar ─ Socialization and Development in Doctoral Education
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"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
Despite considerable research that has provided a better understanding of the challenges of doctoral education, it remains the case that only 57 percent 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 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.
the Editors:
Susan K. Gardner is associate professor of higher education at the University of Maine, Orono. She writes and presents widely on issues related to doctoral student success and development.
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.
Despite considerable research that has provided a better understanding of the challenges of doctoral education, it remains the case that only 57 percent 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 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.
the Editors:
Susan K. Gardner is associate professor of higher education at the University of Maine, Orono. She writes and presents widely on issues related to doctoral student success and development.
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.
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