Date of this Version
Association for the Study of Higher Education
This qualitative study explored the professional socialization experiences of doctoral students enrolled in the school of education at a public research university with emphasis on the graduate assistantship as a mechanism for doctoral students' professional socialization, and the effect of financial concerns on graduate students' socialization were addressed. The study analyzed a variety of data including students' written personal reflections about their experiences as graduate students, interviews with three students, a focus group discussion with six students, participant observation, and a review of written documents. The study identified certain benefits received by doctoral students with research assistantships such as the provision of structurally-based opportunities for doctoral students to interact with and learn from faculty and of a ready-made peer group and associated informal socialization experiences. Research assistantships were also found to reduce students' financial concerns.
assistantships, doctoral degrees, education work relationship, faculty advisers, graduate students, graduate study, higher education, interprofessional relationship, mentors, peer influence, professional development, qualitative research, research assistants, socialization, student employment, student financial aid
Perna, L. W., & Hudgins, C. (1996). The Graduate Assistantship: Facilitator of Graduate Students' Professional Socialization. Association for the Study of Higher Education, 2-56. Retrieved from https://repository.upenn.edu/gse_pubs/292
Date Posted: 26 August 2015