Adapting to the Transitional Stage of the Doctoral Environment: An Autoethnography of Socialization

Abstract

Aim/Purpose: Adapting to the doctoral environment can be a difficult transition. This article emphasizes the importance of academic socialization as a means of integrating into the doctoral culture and persisting during the initial transition to doctoral study. Background: To address the problem of doctoral attrition, I share a personal narrative of problems and persistence during the first year of doctoral coursework. By sharing my initial resistance to social learning and eventual appreciation of merging the social into the academic, this narrative demonstrates the positive impact of socialization on my first year, thus promoting socialization as a means of acclimating to the doctoral environment. Methodology: This project utilizes the qualitative research method of autoethnography to examine my personal experiences adapting to the doctoral environment and connects those experiences to the larger higher education community. Contribution: Since people often connect more with stories than with numbers, my narrative offers struggling doctoral students an opportunity to see possible aspects of themselves in the lived experiences of someone who persisted, to see that they are not alone with their struggles and understand that supplementing their independent studies with social experiences could be a good way for them to persist in their own doctoral studies. Findings: Although I preferred independent work and significantly underestimated the value of social experiences when entering my first year of doctoral study, peer-to-peer interaction quickly became an essential element in my adaptation to the doctoral environment. Recommendations for Practitioners: Results of this study suggest that even when new doctoral students typically prefer solitary work, they should still seek out social learning experiences as a means of acclimating to the doctoral environment. University faculty and staff should incorporate social learning activities into the first year of their programs to promote socialization of their first-year doctoral students and increase their chances of persistence. Recommendation for Researchers: Researchers should use a variety of methods to examine the experiences of doctoral students and look at the data in new ways to better understand doctoral student needs and uncover new ideas to assist them. Impact on Society: By sharing storied experiences of struggles and success, I hope to inspire doctoral students to work with their peers and support one another as they try to persist. Future Research: More personal experiences of doctoral students are needed to give us a better understanding of the obstacles they encounter, so we can uncover additional strategies to combat those issues and improve persistence.

Academic Identity Development of Asian International Doctoral Students at a Public University – A Reflexive Thematic Analysis

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Chinese International Doctoral Students’ Cross-Cultural Socialization: Leveraging Strengths and Multiple Identities

“…At each stage, students engage in the academic culture, develop a professional identity, and commit to the roles and responsibilities associated with the profession (Austin & McDaniels, 2006;Weidman et al, 2020). Johnson et al (2017) critiqued the Weidman-Twale-Stein framework and existing literature about doctoral student socialization because the process discounted individual student differences and neglected culturally-diverse students' experiences (Antony, 2002;Gardner, 2007;Matthews, 2021). To address this gap, Johnson et al (2017) recommended that future research explore empirically how students' multiple identities shape their doctoral socialization journey and how they become experts in their profession (Gardner & Doore, 2020;Gardner & Mendoza, 2010).…”

Recontextualising "Doing a doctoral degree" as a social practice complex: Evidence from Malaysia

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