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ERIC Number: EJ872868
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: ERIC
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0022-1546
Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments: A Qualitative Analysis of Disciplinary Contexts at One Institution
Gardner, Susan K.
Journal of Higher Education, v81 n1 p61-81 Jan-Feb 2010
Socialization has become the common theoretical framework used to better understand the complexity of the doctoral student experience. In particular, theories of socialization have been connected to the issue of attrition in doctoral education, with researchers often attributing poor or inappropriate socialization to a student's decision to depart the graduate program. However, while socialization in the context of doctoral education has been widely studied it is generally viewed monolithically in that graduate students' experiences, in general, are viewed as a whole rather than through specific disciplinary and institutional contexts. Understanding that the doctoral experience is centralized within the discipline and the department and that institutional context and culture uniquely influence the student experience, this study explored the socialization experiences of 60 doctoral students in 6 disciplines at one institution. Specifically, the study was guided by the question: "How does disciplinary context and culture influence the socialization of doctoral students at one institution?" It begins with an overview of the concepts of socialization and their relation to doctoral student attrition, followed with a description of the study's methods. Findings are subsequently presented, culminating with a discussion and implications for policy, practice, and future research. (Contains 2 tables and 1 figure.)
Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A