Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments: A Qualitative Analysis of Disciplinary Contexts at One Institution

Autor/in	Gardner, Susan K.
Titel	Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments: A Qualitative Analysis of Disciplinary Contexts at One Institution
Quelle	In: Journal of Higher Education, 81 (2010) 1, S.61-81 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Graduate Students; Socialization; Doctoral Programs; Student Attrition; Graduation Rate; Student Experience; Academic Persistence; School Culture; Environmental Influences; Intellectual Disciplines; Social Influences; Independent Study; Student Attitudes; Interviews; Adjustment (to Environment) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Socialisation; Sozialisation; Doktorandenprogramm; Schülerbeurlaubung; Studienerfahrung; Schulkultur; Schulleben; Environmental influence; Umwelteinfluss; Geisteswissenschaften; Sozialer Einfluss; Selbststudium; Schülerverhalten; Interviewing; Interviewtechnik
Abstract	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.) (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10