The Student-Physician, Introductory Studies in the Sociology of Medical Education

Martin, Harry W.; Merton, Robert Κ.; Reader, George G.; Kendall, Patricia L.

doi:10.2307/3472801

Cited by 12 publications

(16 citation statements)

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“…Accordingly, individuals have a sense of agency and the ability to resist the forces of individuals and institutions that seek to influence them (Schempp & Graber, 1992). This is in contrast to functionalist perspectives on socialization which assumes that individuals passively adapt to meet expectations of the groups into which they sought membership (Merton et al, 1957). Furthermore, socialization is viewed as a nonlinear process experienced differently by each individual at different times and in different ways (Lawson, 1986).…”

Section: Occupational Socialization Theorymentioning

confidence: 99%

Teaching Physical Education in an Urban Intensive Environment

et al. 2020

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The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (c) coping with marginalization and advocating for quality practices, and (d) managing the sociopolitics of teaching. These themes highlight the intersection between discipline and teaching context and are discussed through the lens of occupational socialization theory.

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Section: Occupational Socialization Theorymentioning

confidence: 99%

Teaching Physical Education in an Urban Intensive Environment

et al. 2020

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“…. which govern [their] behavior in a wide variety of professional (and extraprofessional) situations” (p. 287; see also Merton, Reader & Kendell,1957). As applied to doctoral training, socialization is more specifically defined as “a process of internalizing the expectations, standards, and norms of a given society, which includes learning the relevant skills, knowledge, habits, attitudes, and values of the group that one is joining” (Austin & McDaniels, 2006: 400).…”

Section: Literature Reviewmentioning

confidence: 99%

Inequalities in Becoming a Scholar: Race, Gender and Student-Advisor Relationships in Doctoral Education

Dinsmore,

Roksa

2023

Teachers College Record: The Voice of Scholarship in Education

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Background: Extensive research has documented the importance of faculty advisors for graduate students’ experiences and outcomes. Recent research has begun to provide more nuanced accounts illuminating different dimensions of advisor support as well as attending to inequalities in students’ experiences with advisors. Purpose: We extend the research on graduate student advisor relationships in two important ways. First, building on the concept of social capital, and in particular the work on institutional agents, we illuminate specific benefits associated with student-advisor relationships. Second, we advance prior work on inequality in advisor relationships by examining students’ experiences at the intersection of race and gender. Research Design: To illuminate the nuances of graduate students’ experiences with advisors, this study included interviews with 79 students pursuing PhD’s in biological sciences. Thematic coding revealed several important dimensions of benefits associated with advisor relationships. Corresponding codes were grouped into three categories, describing three groups of students with notably different experiences with advisors. Findings: The data revealed three distinct student-advisor relationship profiles which we term scholars, subordinates, and marginals. The three groups had vastly different experiences with access to knowledge and resources, access to networks, and cultivation of independence. Moreover, the distribution across these three groups was highly unequal with unique patterns observed at the intersection of race and gender. White men benefited from both racial and gender privilege and were notably overrepresented in the scholars group while White women and racial/ethnic minority (REM) students were more likely to be socialized as subordinates. REM men had the least favorable experiences with the majority of them being in the marginal category, along with a substantial proportion of White and REM women. Notably, even experiences of negative relationships with advisors were gendered and raced: REM men’s negative relationships with advisors were characterized by “benign neglect” while women primarily experienced conflictual relationships. Conclusion and Recommendations: The findings illuminate important consequences of student-advisor relationships and pronounced inequalities in who has access to benefits accrued through those relationships. Creating more equitable experiences will necessitate substantial attention to improving mentoring and eliminating gender and racial/ethnic inequalities in faculty support.

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“…First, we must have a clear understanding of what professional identity formation (PIF) and professionalism entail and how they are different. PIF is a learner's ability to think, feel, and act like a professional (Merton, 1957; Moseley et al., 2021), while professionalism is the outward display of professional identity (Ford & Moseley, 2020; Jha et al., 2015). Both areas have long been associated with the importance of mentoring; for learners to be adequately prepared for entry into practice, they must be able to embrace and emulate the expectations of their field.…”

Section: Analysis Of the Literaturementioning

confidence: 99%

Assessing graduate faculty perceptions of the faculty‐student mentorship dynamic

Ford,

Sciuchetti,

Burns

et al. 2023

New Drctns for Teach & Learn

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This article describes the role of graduate faculty within the faculty-student mentoring dynamic. ANALYSIS OF THE LITERATUREThe philosophy and practice of mentoring in higher education is recognized as an irreplaceable element in preparing students for professional and personal success (Harris & Lee, 2019;Phillips & Adams, 2019). While the importance of mentoring is recognized, the literature struggles to consistently define what mentoring means (Law et al., 2020;Gershenfeld, 2014). Furthermore, the existing literature primarily focuses on mentoring relationships at the undergraduate level, within special populations of individuals, or in doctoral programs (

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The Student-Physician, Introductory Studies in the Sociology of Medical Education

Cited by 12 publications

References 0 publications

Teaching Physical Education in an Urban Intensive Environment

Teaching Physical Education in an Urban Intensive Environment

Inequalities in Becoming a Scholar: Race, Gender and Student-Advisor Relationships in Doctoral Education

Assessing graduate faculty perceptions of the faculty‐student mentorship dynamic

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