Doing Science and Being a Scientist: Different D/discourses for First-Generation and Continuing-Generation Graduate Students

• In Event: STEM Graduate Education

Abstract

Drawing from a science identity framework, this paper uses a sample of first-generation and continuing-generation doctoral students (n=111) in the biological sciences to compare D/discourses around becoming a scientist. Specifically, this qualitative study explores students’ expectations of their PI/faculty advisor and the role they might play in students’ science identity development. Findings suggest that expectations came from similar sources (prior research experience, lab interactions, and peers) and that both groups expected PIs to provide intellectual support and recognition of science identity. However, the utility of varying forms of PI support in developing a science identity and the meaning of specific supports (such as the meaning of the word ‘direction’) were perceived differently by first-generation vs. continuing-generation students.

Authors

• Annie M. Wofford, Northern Arizona University

• Kimberly Griffin, University of Maryland

• Josipa Roksa, University of Virginia