Becoming academics: experiencing legitimate peripheral participation in part-time doctoral studies

Abstract

An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens, their experiences of shifting towards fuller participation in, and identification with, the academic community. The research was conducted during a directed study course, a context students and supervisor used as an opportunity to examine their engagement in legitimate research activities as students completed their coursework requirements and prepared for academic careers. Although the research is context specific, the discussion will be useful to individuals who are working towards similar goals in university contexts.

Stage-Based Challenges and Strategies for Support in Doctoral Education: A Practical Guide for Students, Faculty Members, and Program Administrators

“…When students perceive themselves to be different from either key individuals such as advisors or key referent groups such as cohorts or department members, they may discount their ability to achieve program completion and/or obtain resources such as support, research opportunities, and professional networks. These perceptions of difference occur across all aspects of students' identities, including but not limited to their professional and academic roles (Ampaw & Jaeger, 2012;Gardner & Gopaul, 2012;Hopwood & Paulson, 2012;Solem et al, 2009;Teeuwsen et al, 2014). Identity-based challenges also include those outside of students' perceptions, as reflections of social structures and trends.…”

“…In response to general challenges across stages, faculty members might reflect on the ways in which they establish and cultivate developmental relationships with students. Students who perceive themselves as the other also perceive that they do not have the same opportunities as peers, and thus experience greater challenges than those who may experience a strong personal or professional fit within their programs (Herzig, 2004;Hopwood & Paulson, 2012;Teeuwsen et al, 2014). While similarity to faculty members has been shown to foster academic connections for doctoral students (Main, 2014;Olalere, De Iulio, Aldarbag, & Erdener, 2014;Ugrin, Odom, & Pearson, 2008), a lack of perceived fit or sameness can cause students to doubt themselves and their ability to secure faculty support for their work (Antony & Taylor, 2004;Felder & Barker, 2013;Gonzalez & Marin, 2002;Russell, 2015;Zahl, 2015).…”

“…The second major task of Stage 3, the job search, also requires both independent goals and collaboration with advisors and others. Securing opportunities to publish and present one's work and otherwise engage in scholarly activity is an important component of preparing for the academic job market (Teeuwsen, Ratković, & Tilley, 2014;Yerkes et al, 2012). Experiences such as teaching, journal editing, and participating in research are also instrumental in students' professional preparation and education (Hopwood, 2010).…”

“…Research has shown that social interaction with faculty members is particularly important for student success (Anderson et al, Baker et al, 2013;Jairam & Kahl, 2012;Nettles & Millett, 2006;Sugimoto, 2012;Ugrin et al, 2008;Washburn-Moses, 2008;Walker et al, 2008). Supporting doctoral learners is no easy feat -scholars remind us that in addition to these recommended social and developmental strategies, faculty members are also commissioned to deliver high-quality training and to maintain academic and scientific rigor through their roles preparing scholars (Bøgelund, 2015;Elkana, 2006;Golde & Dore, 2004;Teeuwsen et al, 2014;Vaquera, 2007), while simultaneously supporting their development beyond the traditional roles of teaching, research, and service to account for the realities of the academy (A. E. Austin, 2003;Celik, 2013;Malfroy, 2011;Platow, 2012).…”

Adult Learning and Doctoral Student Research Forum Participation: Insights into the Nature of Professional Participatory Experience

“…CoP members are considered legitimate peripheral participants (Lave & Wenger, 1991), in which their participation occurs "within specific socio-cultural contexts where various histories and intersections of individual and community differences exist" (Teeuwsen, Ratcovic, & Tilley, 2014, p. 683). Legitimate peripheral participation can be empowering or disempowering depending on whether it facilitates or prevents participation or interchange among communities of practice (Lawless, 2008;Teeuwsen et al, 2014).…”