@article{499c81d58ecb42c0a8a880a5d916833f,
title = "Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students{\textquoteright} Academic and Professional Trajectories",
abstract = "Guided by theories of socialization and possible selves, this study examines how STEM doctoral students perceive their academic and professional trajectories. More specifically, we rely on four years of interview data from 66 doctoral students in the biological sciences to explore students{\textquoteright} perceived trajectories, focusing on the salient identities and experiences that shape the way students identify and describe their graduate experiences over time. Findings reveal wide variation in terms of how students described their trajectories, with some students describing linear trajectories and/or unchanging career interests, while others described their developmental trajectories as highly turbulent and non-linear. These perceived trajectories were largely shaped by student-advisor interactions, the value students placed on becoming “independent” scientists, and the privilege students brought with them to their graduate programs.",
keywords = "STEM doctoral training, career pathways, possible selves",
author = "Blaney, {Jennifer M.} and Wofford, {Annie M.} and Soojeong Jeong and Jina Kang and Feldon, {David F.}",
note = "Funding Information: Despite having a close and supportive relationship with his own advisor, Aaron received opportunities and sponsorship from other faculty members, particularly one member of his dissertation committee. Again, most students who described support from program faculty members also had particularly supportive advisors. Perhaps having the support of one{\textquoteright}s advisor made it easier to gain respect and support from other faculty as well. Together, feeling supported by both one{\textquoteright}s advisor and program faculty made students feel affirmed in their skill development and professional pathways, further enhancing their ability to view themselves as academics. Publisher Copyright: {\textcopyright} 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.",
year = "2022",
doi = "10.1080/00221546.2022.2082761",
language = "English (US)",
journal = "Journal of Higher Education",
issn = "0022-1546",
publisher = "Ohio State University Press",
}