Identifying Key Influencers of Professional Identity Development of Asian International STEM Graduate Students in the United States

Autor/inn/en	Park, John Jongho; Chuang, Yu-Chuan; Hald, Eric S.
Titel	Identifying Key Influencers of Professional Identity Development of Asian International STEM Graduate Students in the United States
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 2, S.145-154 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0373-6
Schlagwörter	Qualitative Research; STEM Education; Graduate Students; Graduate Study; Interviews; Observation; Asians; Foreign Students; Professional Identity; Grounded Theory; Work Experience; Skill Development; Job Skills; Language Proficiency; English (Second Language); Socialization; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Qualitative Forschung; STEM; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik; Beobachtung; Asian; Asiat; Asiatin; Asiaten; Asiate; Employment experience; Job experience; Occupational experience; Berufserfahrung; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Socialisation; Sozialisation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This qualitative study involves tracking the process by which Asian STEM (Science, Technology, Engineering, and Math) graduate students encounter graduate studies as they build professional identities. We derived data from interviews and observations of 27 Asian international STEM graduate students at various stages of their graduate careers at a large research university located in the United States. The following research question guided this investigation: What are key influencers of STEM students' professional identity? We conducted this study using a qualitative grounded theory approach, and we developed a central "professional identity development model" from emergent themes that related to the central phenomenon. Findings indicated Asian international STEM graduate students' previous work experiences, disciplinary skills acquisition, English proficiency, and socialization with peers and faculty advisors were significant influential factors to their professional identity development. These influencers interacted to both positively facilitate and negatively hinder the student's progress toward professional identity development. Together, this work suggests academic socialization is a crucial factor for student success and professional identity development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01