Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students’ Academic and Professional Trajectories-Reference-Cited by-同舟云学术

Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students’ Academic and Professional Trajectories

Published:2022-06-15 Issue:7 Volume:93 Page:1037-1063
ISSN:0022-1546
Container-title:The Journal of Higher Education
language:en
Short-container-title:The Journal of Higher Education

Author:

Blaney Jennifer M.¹^ORCID,Wofford Annie M.²^ORCID,Jeong Soojeong³^ORCID,Kang Jina⁴^ORCID,Feldon David F.⁵^ORCID

Affiliation:

1. Department of Educational Leadership, Northern Arizona University, Flagstaff, Arizona, USA

2. Department of Educational Leadership and Policy Studies, Florida State University, Tallahassee, Florida, USA

3. Learning and Cognition Lab, Arizona State University, Tempe, Arizona, USA

4. Department of Curriculum and Instruction, University of Illinois Urbana-Champaign, Champaign, Illinois, USA

5. Department of Instructional Technology and Learning Sciences, Utah State University, Logan, Utah, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00221546.2022.2082761

Reference47 articles.

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2. PREPARING THE PROFESSORIATE OF THE FUTURE: GRADUATE STUDENT SOCIALIZATION FOR FACULTY ROLES

3. Preparing STEM doctoral students for future faculty careers

4. Reform Efforts in STEM Doctoral Education: Strengthening Preparation for Scholarly Careers

5. “Most important is that they figure out how to solve the problem”: how do advisors conceptualize and develop research autonomy in chemistry doctoral students?

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