Document Type
Article
Journal/Book Title/Conference
The Journal of Higher Education
Volume
93
Issue
7
Publisher
Routledge
Publication Date
6-15-2022
First Page
1037
Last Page
1063
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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.
Recommended Citation
Blaney, J., Wofford, A., Jeong, S., Kang, J., & Feldon, D. F. (2022). Autonomy and privilege in doctoral education: An analysis of STEM students’ academic and professional trajectories. Journal of Higher Education, 93, 1037-1063.
