Abstract
Using the framework for graduate and professional student socialization developed by Weidman, Twale, and Stein (2001), this study addresses socialization of doctoral students to the academic norms of research and scholarship. Data are presented about the perceptions doctoral students in a social science discipline (sociology) and in educational foundations at a major research university have of the scholarly and collegial climates of their departments. Data on students' social relationships with faculty and peers as well as their reported participation in scholarly activities are also reported. A multivariate analysis provides support for the framework, affirming the importance of social interaction among both students and faculty as well as collegiality among faculty for creating a supportive climate for doctoral study that also has the potential to provide a strong foundation for subsequent academic and/or research careers by stimulating students' research and scholarly productivity.
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Weidman, J.C., Stein, E.L. Socialization of Doctoral Students to Academic Norms. Research in Higher Education 44, 641–656 (2003). https://doi.org/10.1023/A:1026123508335
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DOI: https://doi.org/10.1023/A:1026123508335