The Rich Get Richer: International Doctoral Candidates and Scholarly Identity

Autor/in	Cotterall, Sara
Titel	The Rich Get Richer: International Doctoral Candidates and Scholarly Identity
Quelle	In: Innovations in Education and Teaching International, 52 (2015) 4, S.360-370 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2013.839124
Schlagwörter	Foreign Students; Graduate Students; Doctoral Programs; Scholarship; Professional Identity; Foreign Countries; Self Concept; Student Research; Researchers; Cultural Capital; Student Development; Student Experience; Learning Processes; Supervision; Supervisor Supervisee Relationship; Communities of Practice; Departments; School Culture; Social Support Groups; Personal Narratives; Interviews; Australia + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Scholarships; Stipendium; Ausland; Selbstkonzept; Studentenforschung; Researcher; Forscher; Studienerfahrung; Learning process; Lernprozess; Community; Department; Abteilung; Schulkultur; Schulleben; Social support; Soziale Unterstützung; Erlebniserzählung; Interviewing; Interviewtechnik; Australien
Abstract	Identity lies at the heart of doctoral study--a mysterious learning process which culminates in Ph.D. students' metamorphosis into doctors. This paper explores the identity-related experiences of six international Ph.D. students enrolled at an Australian university by examining how different individuals, events and interactions contributed to (or disrupted) their sense of themselves as researchers and scholars. Analysis of the participants' learning narratives revealed significant disparities in the agency they exercised and the opportunities and support they received, ultimately suggesting that those individuals endowed with the most cultural capital experienced the most favourable identity trajectories. Accordingly, the paper argues that greater efforts are needed to support non-traditional doctoral candidates in their journey to become confident scholars and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01