Identity Development in Doctoral Education: Literature Review and Implications

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

Abstract

Via systematic literature review, we examined 36 empirical studies that explored scholarly identity development of education science doctoral students. We frame our analysis and findings using Gee’s (2000) four identity perspectives and Engeström’s (2001) cultural-historical activity theory. Most papers presented identity as dynamic and context specific. Doctoral students were found to contend with multiple identities (e.g., education researcher identity, professional identity, student identity). Through engaging with peers and faculty, participating in formal and subsidiary experiences of their programs, and concerted reflection, students were found to navigate dissonances among multiple identities and develop scholarly identities. Implications include recognizing multiple identities that doctoral students bring from prior life experiences, and supporting identity development via various structures and processes of activity systems.

Authors

• Yoon Ha Choi, Oregon State University

• Jana Bouwma-Gearhart, Oregon State University

• Grant Lee Ermis, Oregon State University