Distinction in Doctoral Education: Using Bourdieu's Tools to Assess the Socialization of Doctoral Students

Autor/in	Gopaul, Bryan
Titel	Distinction in Doctoral Education: Using Bourdieu's Tools to Assess the Socialization of Doctoral Students
Quelle	In: Equity & Excellence in Education, 44 (2011) 1, S.10-21 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Doctoral Programs; Graduate Students; Socialization; Social Justice; Equal Education; Teacher Student Relationship; Student College Relationship; Cultural Capital; Power Structure; Politics of Education; Higher Education + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Socialisation; Sozialisation; Soziale Gerechtigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational policy; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This conceptual article uses the tools of Pierre Bourdieu (1977, 1986, 1990) to examine the socialization of doctoral students by suggesting that the processes of doctoral study highlight inequities among students. Using Young's (1990) social justice approach as a framework to complement the ideas of Bourdieu, I demonstrate how aspects of academic work, which tend to socialize doctoral students, also operate as mechanisms to create or maintain inequities within doctoral education. I conclude by suggesting specific strategies that contribute to a more diversified conception of socialization and achievement in doctoral education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10