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Journal ArticleDOI

Identity development and mentoring in doctoral education.

30 Mar 2009-Harvard Educational Review (Harvard Education Publishing Group)-Vol. 79, Iss: 1, pp 49-70
TL;DR: Leigh Hall and Leslie Burns as discussed by the authors use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers, and they argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers.
Abstract: In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors. For this reason, Hall and Burns argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers, and they believe that formal curriculum designs can be used more intentionally to help students and faculty understand the roles identity plays in professional development and to make doctoral education more equitable.
Citations
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Posted Content
TL;DR: Harley et al. as discussed by the authors assess the future landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven Disciplines, with a focus on seven disciplines.
Abstract: Assessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven Disciplines EXECUTIVE SUMMARY Authors: Diane Harley, Sophia Krzys Acord, Sarah Earl-Novell, Shannon Lawrence, C. Judson King January 2010 The proper citation for this publication is: Harley, Diane, Acord, Sophia Krzys, Earl-Novell, Sarah, Lawrence, Shannon, & King, C. Judson. (2010). Assessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven Disciplines. UC Berkeley: Center for Studies in Higher Education. Retrieved from: http://escholarship.org/uc/cshe_fsc Center for Studies in Higher Education 771 Evans Hall #4650 University of California Berkeley CA 94720-4650 The Future of Scholarly Communication Project website: http://cshe.berkeley.edu/research/scholarlycommunication © 2005–2010, Center for Studies in Higher Education, UC Berkeley

225 citations

Journal ArticleDOI
TL;DR: In this article, the authors draw on two families of theories (developmental networks and sociocultural perspectives on learning) to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate.
Abstract: The authors draw on two families of theories – developmental networks and sociocultural perspectives on learning – to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate. This approach seeks to elucidate the connection between doctoral students’ developmental networks, what they learn during their graduate experience (including their learning about the faculty role) and how they develop a professional identity. The authors first discuss the key tenets of the developmental networks and sociocultural perspectives, before exploring their alignments and explaining how the combination might remedy the limitations inherent in each approach. Finally, they offer some research propositions and directions for further study of the preparation of doctoral students for academic careers.

216 citations


Cites background from "Identity development and mentoring ..."

  • ...As Hall and Burns (2009) note, mentors of doctoral students...

    [...]

Posted Content
TL;DR: In this article, a broad-scale, comprehensive analysis focusing on how the university and its various stakeholders, most notably faculty, value traditional and emerging forms of scholarly communication is presented.
Abstract: Despite the increase in open access publishing peer-reviewed journals still hold sway in many academic disciplines according to this US study. While many studies have addressed specific issues like the costs of launching academic journals and the finances of university presses, there has not yet been a broad-scale, comprehensive analysis focusing on how the university and its various stakeholders, most notably faculty, value traditional and emerging forms of scholarly communication. The research focuses on understanding faculty needs and practices for in-progress scholarly communication as well as archival publication. Among the goals is providing a broader understanding of the full array of activities related to the scholarly communication lifecycle in order to enable the accurate assessment of the academy’s future communication and publication landscape. The following are among the questions driving the work: • What will scholars in various core disciplines want to do in their research and with their research results, and what new forms of communication do or do not support those needs? • How will scholars want to disseminate and receive input on their work at various stages of the scholarly communication lifecycle? • What are the emerging trends in research and publication practices? • What is the scope and depth of pent-up demand for new models of communication in various sectors/disciplines? • How do institutions and other stakeholders support these faculty needs, if at all? We suggest that more innovation does and will occur first during in-progress communication than in final, archival publication. One can foresee a scenario where useful and effective innovations in in-progress communication may eventually serve to drive improvements in final, archival publication. It is therefore worthwhile to gain deeper insight into the needs, motives, and new capabilities within in-progress communication as well as final, archival publication. We describe here our results based on the responses of 160 interviewees across 45, mostly elite, research institutions in seven selected academic fields: archaeology, astrophysics, biology, economics, history, music, and political science. The report is divided into eight chapters, which include a document synthesizing our methods and research results plus seven detailed disciplinary case studies.

205 citations

BookDOI
30 Oct 2019
TL;DR: The Science of Effective Mentorship in STEMM as discussed by the authors explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEM, and institutional cultures that support mentorship.
Abstract: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.

147 citations


Cites background from "Identity development and mentoring ..."

  • ...Identity includes the way one thinks about oneself, the way one is viewed by the world, and the characteristics that one uses to define oneself, such as an individual’s gender identification, sexual orientation, place of birth, race, ethnicity, FG college status, profession, values, and even hobbies (Crenshaw, 1991; Felix-Ortiz et al., 1994; Hall and Burns, 2009; Hall, 2014; Helms, 1990; Jones and McEwen, 2000; Nash, 2008; Sellers et al., 1998; Shields, 2008)....

    [...]

Journal ArticleDOI
TL;DR: This paper found that identification as a researcher occurs early on in the PhD, and such instances are underpinned by external and internal validation of the student as a research, which is gained through research outputs (mainly publications), doing research, and talking about research.
Abstract: Becoming a researcher is one of the roads travelled in the emotional, social, and intellectual process of PhD journeys. As such, developing a researcher identity during doctoral study is a social undertaking. This paper explores instances and practices where doctoral students identify as becoming researchers. Based on interviews with 30 PhD students from two Australian metropolitan universities, this paper presents students' experiences of moments when they feel like researchers. The paper finds identification as a researcher occurs early on in the PhD, and such instances are underpinned by external and internal validation of the student as a researcher. Validation is gained through research outputs (mainly publications), doing research, and talking about research. Such experiences are often mundane, occur daily, and constitute personal, social, informal, and formal learning opportunities for researcher development. Supervisors are largely absent as students draw on multiple individuals on and off campus ...

106 citations

References
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Book
01 Jan 1991
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Abstract: In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.

43,846 citations

Book
01 Jan 1968
TL;DR: Erikson as mentioned in this paper describes a process that is located both in the core of the individual and in the inner space of the communal culture, and discusses the connection between individual struggles and social order.
Abstract: Identity, Erikson writes, is an unfathomable as it is all-pervasive. It deals with a process that is located both in the core of the individual and in the core of the communal culture. As the culture changes, new kinds of identity questions arise-Erikson comments, for example, on issues of social protest and changing gender roles that were particular to the 1960s. Representing two decades of groundbreaking work, the essays are not so much a systematic formulation of theory as an evolving report that is both clinical and theoretical. The subjects range from "creative confusion" in two famous lives-the dramatist George Bernard Shaw and the philosopher William James-to the connection between individual struggles and social order. "Race and the Wider Identity" and the controversial "Womanhood and the Inner Space" are included in the collection.

14,906 citations

Book
01 Jan 1995
TL;DR: In this paper, the authors propose a dialectical-relational approach to critical discourse analysis in social research, which is based on the New Sociology of Capitalism and Critical Discourse Analysis.
Abstract: General Introduction: Section A Language, ideology and power Introduction 1. Critical and descriptive goals in discourse analysis 2. Language and ideology 3. Semiosis, mediation and ideology: a dialectical view Section B Discourse and social change Introduction 4. Critical discourse analysis and the marketization of public discourse: the universities 5. Discourse, change and hegemony 6. Ideology and identity change in political television Section C Dialectics of discourse: theoretical developments Introduction 7. Discourse, social theory and social research: the discourse of welfare reform 8. (with R Jessop, A Sayer) Critical realism and semiosis Section D Methodology 9. A dialectical-relational approach to critical discourse analysis in social research 10. (with Eve Chiapello) Understanding the new management ideology. A transdisciplinary contribution from Critical Discourse Analysis and New Sociology of Capitalism 11. Critical Discourse Analysis in researching language in the New Capitalism: overdetermination, transdisciplinarity and textual analysis 12. (with Phil Graham) Marx as a Critical Discourse Analyst: The genesis of a critical method and its relevance to the critique of global capital 13. Critical discourse analysis, organizational discourse, and organizational change Section E Political discourse Introduction 14. New Labour: a language perspective 15. Democracy and the public sphere in critical research on discourse 16. (with Simon Pardoe & Bronislaw Szerszynski) Critical discourse analysis and citizenship 17. Political correctness Section F Globalization and 'transition' Introduction 18. Language and Globalization 19. Global capitalism, terrorism and war: a discourse-analytical perspective 20. Discourse and 'transition' in Central and Eastern Europe Section G Language and education Introduction 21. Critical language awareness and self-identity in education 22. Global capitalism and critical awareness of language References Index

7,012 citations

Book
01 Jan 1974
TL;DR: A new printing of Lortie's classic, including a new preface bringing the author's observations up to date, has been published by as discussed by the authors, which is an essential view into the world and culture of a vitally important profession.
Abstract: Upon its initial publication, many reviewers dubbed Dan C. Lortie's Schoolteacher the best social portrait of the profession since Willard Waller's The Sociology of Teaching. This new printing of Lortie's classic - including a new preface bringing the author's observations up to date - is an essential view into the world and culture of a vitally important profession.

5,440 citations

Journal ArticleDOI
TL;DR: In this article, the authors propose a culturally relevant theory of education for African-American students in the context of collaborative and reflexive pedagogical research, and explore the intersection of culture and teaching that relies solely on microanalytic or macro-analytic perspectives.
Abstract: In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

5,427 citations