Exploring Ed.D. Students' Identities as Educational Leaders and Educational Researchers in a Carnegie Project on the Education Doctorate Guided Program

• In Event: 61.045 - Supporting Doctoral Students at All Phases

Abstract

We examined how end-of-first-year students in a CPED-guided EdD program were developing professional identities as educational leaders and educational researchers. Quantitative and qualitative data revealed substantial development of identities as leaders and researchers. In qualitative data, students claimed they ‘tried out’ and ‘practiced’ leadership and researcher skills in their workplaces to advance these skills. Such efforts were consistent with possible selves (PS) or provisional selves in which individuals try on identities, which they practice on a trial basis and refine over time. PS “connections to current views of self” and “congruency with overall identity” (Oyserman & James, 2011) were influential in students’ efforts as they tried out these new roles and were predictive of leadership and researcher identity roles, respectively.

Author

• Ray R. Buss, Arizona State University