Partial, (in)authentic, and masked: an exploration of power in doctoral students’ identity development as scholars through collaborative autoethnography-Reference-Cited by-同舟云学术

Partial, (in)authentic, and masked: an exploration of power in doctoral students’ identity development as scholars through collaborative autoethnography

Published:2021-03-01 Issue: Volume: Page:1-17
ISSN:0951-8398
Container-title:International Journal of Qualitative Studies in Education
language:en
Short-container-title:International Journal of Qualitative Studies in Education

Author:

Choi Yoon Ha¹^ORCID,Brunner Megan¹,Traini Haley²

Affiliation:

1. College of Education, Oregon State University, Corvallis, OR, USA

2. College of Agricultural Sciences, Oregon State University, Corvallis, OR, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09518398.2021.1891320

Reference58 articles.

1. Mentorship and well-being

2. Postgraduate Research Students’ and their Supervisors’ Attitudes towards Supervision

3. The role of relationships in the transition from doctoral student to independent scholar

4. Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields

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