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This study examines and enriches understanding of the career choice process for graduate students of color. Social identity theory (SIT) is used as a framework to expand our understanding of how and why graduate students choose (or do not choose) faculty careers. Graduate students’ cultural social identities influenced their career choice beyond work–life balance as they sought an integrated life that included values, beliefs, and perspectives that represent their cultural community.

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This qualitative investigation examined the experiences of a population of graduate students-graduate students of color-in a U. S. research university (a) to indicate reasons for their dilemmas, ambiguities, and decisions about choosing an academic career, and (b) to identify the practices of one research university's graduate programs that have considerable influence upon graduate students' decisions about pursuing an academic career. For graduate students of color, professional and social identity alignment is a significant condition for decisions about academic career choices, and the institution's norms and behavioral patterns have considerable influence on graduate students' experiences and career choices.

Adult learners are taking advantage of the availability and convenience of online education. Mature learners in online higher education classrooms bring a wealth of experience filtered through cultural, generational, and socioeconomical differences. The purpose of this research was to explore community building in an online graduate course by tapping learners’ prior experience using an autobiographical memory exercise. The authors found that building social presence through course design contributed to increased communication and learning and encouraged an active and engaged online learning community. Recommendations for improving online learning communities provide educators with ideas for practice.

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