Work

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

Year: 2022

Type: article

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.

Source: The Journal of Higher Education

DOI: 10.1080/00221546.2022.2082761

Authors: Jennifer M. Blaney, Annie M. Wofford, Soojeong Jeong, Jina Kang, David F. Feldon

Institutions: Northern Arizona University, Florida State University, Arizona State University, University of Illinois Urbana-Champaign, Utah State University

Language: English

Topic: Doctoral Education Challenges and Solutions

Subfield: General Health Professions

Field: Health Professions

Domain: Health Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

OpenAlex ID: W4282946485

FWCI: 5.302

Cites: 39

Cited by: 27

Related to: 10