1,220
Views
41
CrossRef citations to date
0
Altmetric
Articles

The rich get richer: international doctoral candidates and scholarly identity

References

  • Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73, 94–122.
  • Baker, V. L., & Lattuca, L. L. (2010). Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35, 807–827.
  • Barnes, B., & Randall, J. (2012). Doctoral student satisfaction: An examination of disciplinary, enrollment and institutional differences. Research in Higher Education, 53, 47–75.
  • Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood Press.
  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of colour: Science identity as an analytic lens. Journal of Research in Science Teaching, 44, 1187–1218.
  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
  • Cotterall, S. (2013). More than just a brain: Emotions and the doctoral experience. Higher Education Research and Development, 32, 174–187.
  • Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamaki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press.
  • Englander, K. (2009). Transformation of the identities of nonnnative english speaking scientists as a consequence of the social construction of revision. Journal of Language, Identity and Education, 8, 35–53.
  • Green, B. (2005). Unfinished business: Subjectivity and supervision. Higher Education Research and Development, 24, 151–163.
  • Hall, S. (1996). Who needs identity? In S. Hall & P. Du Gay (Eds.), Questions of cultural identity (pp. 1–17). London: Sage.
  • Hall, L. A., & Burns, L. D. (2009). Identity development and mentoring in doctoral education. Harvard Educational Review, 79, 49–70.
  • Hey, V., & Leathwood, C. (2009). Passionate attachments: Higher education, policy, knowledge, emotion and social justice. Higher Education Policy, 22, 101–118.
  • Hopwood, N., & Stocks, C. (2008). Teaching development for doctoral students: What can we learn from activity theory? International Journal for Academic Development, 13, 175–186.
  • Ingleton, C., & Cadman, K. (2002). Silent issues for international postgraduate research students: Emotion and agency in academic success. Australian Educational Researcher, 29, 93–113.
  • Kamler, B., & Thomson, P. (2006). Helping doctoral students write: Pedagogies for supervision. London: Routledge.
  • Leask, B., & Carroll, J. (2011). Moving beyond ‘wishing and hoping’: Internationalisation and student experiences of inclusion and engagement. Higher Education Research & Development, 30, 647–659. doi:10.1080/07294360.2011.598454
  • Mahn, H., & John-Steiner, V. (2002). The gift of confidence: A Vygotskian view of emotions. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education (pp. 46–58). Oxford: Blackwell.
  • Manathunga, C. (2011). Post-colonial theory: Enriching and unsettling doctoral education. In V. Kumar & A. Lee (Eds.), International doctoral education research network conference 2010 (pp. 85–100). Kuala Lumpur: UPM Publishers.
  • McAlpine, L. (2009, April). To be or not to be … an academic? Identity construction and doctoral experience. Paper presented at the American Educational Research Association, San Diego, CA, USA.
  • McAlpine, L., & Amundsen, C. (2009). Identity and agency: Pleasures and collegiality among the challenges of the doctoral journey. Studies in Continuing Education, 31, 109–125.
  • McAlpine, L., & Amundsen, C. (2011a). Making meaning of diverse experiences: Constructing an identity through time. In L. McAlpine & C. Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral students, supervisors and administrators (pp. 173–183). London: Springer.
  • McAlpine, L., & Amundsen, C. (Eds.). (2011b). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. London: Springer.
  • McAlpine, L., Jazvac-Martek, M., & Hopwood, N. (2009). Doctoral student experience in Education: Activities and difficulties influencing identity development. International Journal for Researcher Development, 1, 97–112.
  • Murray, G. (2009). Narrative inquiry. In J. Heigham & R. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 45–65). Basingstoke: Palgrave Macmillan.
  • Ochs, E., & Capps, L. (1996). Narrating the self. Annual Review of Anthropology, 25, 19–43.
  • Riessman, C. K. (2008). Narrative methods for the human sciences. London: Sage.
  • Samimy, K., Kim, S., Ah Lee, J., & Kasai, M. (2011). A participative inquiry in a TESOL program: Development of three NNES graduate students’ legitimate peripheral participation to fuller participation. The Modern Language Journal, 95, 558–574. doi:10.1111/j.1540-4781.2011.01247.x
  • Taylor, P. (2008). Being an academic today. In R. Barnett & R. Di Napoli (Eds.), Changing identities in higher education: Voicing perspectives (pp. 27–39). London: Routledge.
  • Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. London: Routledge.
  • Wisker, G., Robinson, G., & Shacham, M. (2007). Postgraduate research success: Communities of practice involving cohorts, guardian supervisors and online communities. Innovations in Education and Teaching International, 44, 301–320. doi:10.1080/14703290701486720
  • Wisker, G., Robinson, G., Traffard, V., Warnes, M., & Creighton, E. (2003). From supervisory dialogues to successful PhDs: Strategies supporting and enabling the learning conversations of staff and students at postgraduate level. Teaching in Higher Education, 8, 383–397.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.