Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students' Academic and Professional Trajectories

Autor/inn/en	Blaney, Jennifer M.; Wofford, Annie M.; Jeong, Soojeong; Kang, Jina; Feldon, David F.
Titel	Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students' Academic and Professional Trajectories
Quelle	In: Journal of Higher Education, 93 (2022) 7, S.1037-1063 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blaney, Jennifer M.) ORCID (Wofford, Annie M.) ORCID (Jeong, Soojeong) ORCID (Kang, Jina) ORCID (Feldon, David F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2022.2082761
Schlagwörter	Doctoral Students; STEM Education; Personal Autonomy; Power Structure; Advantaged; Career Development; Identification (Psychology); Student Experience; Social Cognition; Sex Fairness; Racial Discrimination; Racism; First Generation College Students; Career Planning; Vocational Interests + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; STEM; Individuelle Autonomie; Berufsentwicklung; Studienerfahrung; Soziale Kognition; Sexualaufklärung; Racial bias; Rassismus; Karriereplanung; Berufsinteresse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01