Identity Development and Mentoring in Doctoral Education

In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identitie...

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Bibliographic Details
Published in:Harvard educational review 2009-04, Vol.79 (1), p.49-70
Main Authors: Hall, Leigh A, Burns, Leslie D
Format: Article
Language:English
Subjects:
College Faculty
Cultural Pluralism
Culturally Relevant Education
Curriculum Design
Curriculum development
Degree Requirements
Doctoral Programs
Doctoral Students
Education
Educational Researchers
Equal Education
Graduate Students
Learning
Mentors
Negotiation
Power Structure
Professional Development
R&D
Research & development
Role
Self Concept
Socialization
Student Financial Aid
Students
Teacher Student Relationship
Theory
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Summary:In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors. For this reason, Hall and Burns argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers, and they believe that formal curriculum designs can be used more intentionally to help students and faculty understand the roles identity plays in professional development and to make doctoral education more equitable.
ISSN:0017-8055
1943-5045
DOI:10.17763/haer.79.1.wr25486891279345