Understanding racial/ethnic meaning making

Abstract

Purpose The purpose of this paper is to examine the racial and ethnic aspects of the doctoral socialization to provide a meaningful insight into the belief systems and decision-making processes related to academic success and degree completion. This paper addresses a gap in literature focusing on the racial and ethnic aspects of the doctoral student experience as they relate to student agency. Design/methodology/approach This narrative research of four doctoral students uses a postmodern active interview method to foreground the role of a doctoral agency as manifested in the ways students make meaning of their experiences as members of the science, technology, engineering, agriculture and math academic community. A dialectical approach to the traditional socialization models provides the framework for understanding the meaning-making processes within a critical context of academia. Findings Findings present the intrinsic foundations for a doctoral agency and forces that shape key decision-making processes for doctoral students. Research limitations/implications Implications for research and practice provide guidance for faculty, graduate school administrators and organizations interested in supporting degree completion for historically marginalized doctoral students. Originality/value This study examines doctoral socialization as a meaning-making process of racial/ethnic students in engineering and agricultural programs. Narrative research design provides depth into the individual experiences and the role of racial/ethnic histories in students’ socialization (meaning-making) processes in a predominantly White academic environment.

Black doctoral women’s socialization experiences in agricultural science and education departments

“…race and racism) shape minoritized doctoral students socialization experiences (Johnson and Strayhorn, 2022). Azizova and Felder (2017) used socialization as a theoretical approach to examine racial/ ethnic aspects of doctoral socialization and the decision-making processes related to academic success and degree completion in engineering and agricultural sciences. In problematizing and critiquing socialization, they developed four assumptions of doctoral socialization:…”

“…Azizova and Felder (2017) used socialization as a theoretical approach to examine racial/ethnic aspects of doctoral socialization and the decision-making processes related to academic success and degree completion in engineering and agricultural sciences. In problematizing and critiquing socialization, they developed four assumptions of doctoral socialization: Socialization is a crucial process in doctoral education; Socialization is a meaning making process which may involve racial/ethnic perspectives essential to the ability to engage in the doctoral process; Socialization is shaped by pre-existing culture and value systems; and Socialization is shaped by structural and historical contexts within culture and value systems. …”

“…The STEM climate can contribute to decreased sense of belonging, difficulties socializing into a discipline and/or leaving a discipline altogether (Dortch and Patel, 2017;Seymour and Hewitt, 1997). Positive socialization experiences through mentoring, equitable advising and support from doctoral students' departments can help enhance sense of belonging and mitigate barriers experienced (Azizova and Felder, 2017).…”

Through many doors at once: rethinking the multiverse of graduate student professional development

“…Studies have documented the structural barriers that shape challenges with motivation and accessibility of professional development resources (Helm et al , 2012; Mitic and Okahana, 2021; O’Meara et al , 2014; Thiry et al , 2008). And some of those barriers may be structural or macro-level, rooted in long-held conceptions of the purpose and process of graduate education and academic cultures of socialization (Andrews et al , 2005; Azizova and Felder, 2017; Bellows and Weissinger, 2004; Helm et al , 2012; Huang et al , 2005; Nerad, 2015b; O’Meara et al , 2014). These discussions on barriers to participation are not limited to the context of US institutions of higher education (Kemp and Kemp, 1999, and Roberts, 2002, for perspectives from Australia and the UK, respectively).…”

“…We do so while acknowledging that there are many different sets of these eyes, and not all graduate students experience the academy in the same way. Numerous studies have shown the differential experiences of graduate students and the evolution of professional development needs and career choices throughout their program (Fuhrmann et al , 2011; Helm et al , 2012; Thiry et al , 2015), as well as understandings of how systemic biases including racism, ableism, classism and sexism operate in the academy and shape graduate student experiences (Azizova and Felder, 2017; Blockett et al , 2016; Brunsma et al , 2017; Canetto et al , 2012; Chen et al , 2020; Subbaraman et al , 2020). The interviews we collected reflect a range of these perspectives and experiences, which, taken collectively, have allowed us to explore the volatile space between beliefs and action, the shifting relationships between academia and the “real world” and a reconsideration of the meaning and value of professional development in the present age.…”