A Pilot Study of Science Graduate Student Identity

• In Event: Success in STEM Graduate Programs

Abstract

Science identity relates to persistence and belonging (Carlone & Johnson, 2007; Hazari et al., 2010). Little research examines science graduate student identity. This study explores how physical science doctoral students navigate their identities throughout their graduate program and investigates how roles and identities may interact. Graduate students take on many roles, including scientist, researcher, and educator. An open-ended survey exploring the relationships between roles and identities was completed by eight physical science doctoral students. Responses were coded and salient themes drawn through cross-case analysis. Researcher and student identities were most valued, while an educator identity was least valued. Independence, institutional recognition, and funding influenced all of the identities. The developed framework helps visualize identity development through roles.

Authors

• Anne M McAlister, University of Virginia

• Sarah Lilly, University of Virginia

• Jennifer L. Chiu, University of Virginia