Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new ships between program qualities, standards, activities, and experiences and measures of professional identity. Out-of-class experiences were tions for graduate preparation programs and supervisors are discussed. Socialization in graduate preparation programs is a developmental, two-way process (Tierney & Bensimon, 1996) "through which individuals gain the knowledge, skills, and values necessary for successful entry into a professional career" (Weidman, Twale, & Stein, 2001, p. iii). Through the socialization process, "persons internalize behavioral norms and standards and form a sense of identity and commitment to a professional field" (Weidman et al., p. 6); they transform from outsider to insider. A result of a successful professional socialization process is development of a professional identity. Professional identity is the "internalization of the norms of the profession into the individual's self-image. .. [and] the acquisition of the specific competence in knowledge and skills, autonomy of judgment, and responsibility and commitment of the profession" (Bragg, 1976, p. 11). Failure to become well socialized and develop a professional identity may limit access to or effectiveness in professional roles and, therefore, it is important to understand this process (Ibarra,

This qualitative study explored how critical incidents shape multiracial students' understanding of race and identity at predominantly White institutions. Participants included 14 multiracial undergraduate students from two institutions in the Midwest. Four categories of critical incidents were identified from the data: (a) confronting race and racism, (b) responding to external definitions, (c) defending legitimacy, and (d) affirming racial identity. The incidents took many forms and occurred in many contexts. The majority of incidents involved interactions with other students, underscoring the influence of peers. The study also suggests implications for higher education practice and research.

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In this study, the authors propose and test a model of professional identity development among early career student affairs professionals. Using survey data from 173 new professionals (0-5 years of experience), factor analysis revealed three dimensions of professional identity: commitment, values congruence, and intellectual investment. Multivariate analyses found significant associations of age, master's program characteristics, and influential people and experiences (e.g., interactions with professional colleagues and associations) with the dimensions of professional identity. Findings indicated key socialization experiences during and after graduate school were associated with the development of professional identity. We conclude with recommendations for practice and research.

How can we help students and mentees aspire to be their best? Doing so does not require perfection, but it does call on us to help students engage with their imperfections while owning our own.