Background/Purpose Scholarly inquiry focused on the experiences and perceptions of kinesiology graduate students have been largely ignored in mainstream literature. This ethnographic case-study examined the professional preparation and socialization experiences of kinesiology graduate students (n = 21) at two southeastern Research 1 institutions as they matriculated through their graduate studies.
Method Traditional qualitative data collection and analysis techniques, including semi-structured interviews, journals, focus groups and critical incident reports, were utilized to gain an understanding of the participants' triumphs, concerns, and recommendations. Specifically, qualitative data analysis included techniques such as coding categories, analytic induction techniques and theme development.
Analysis/Results Participants described similar crucial experiences and factors that allowed them to persist and navigate the graduate studies process. Specifically, five major themes emerged from the research: a) Perspectives on the Professoriate, b) Role Models and Advocates, c) Learning the Game and Politics of Graduate Studies, d) Social Support Mechanisms and e) Ambiguity of Graduate Student Roles and Responsibilities. Additionally, the socio-cultural constructs Diversity and Ethnic Identification played a prominent role in how a sub-group of participants conceptualized their experiences.
Conclusions In conclusion, this research will provide evidence of the common experiences but diverse perceptions of graduate students in their own words through the use of interview narratives and journal entries. It is hoped that by disseminating this information graduate programs can better conceptualize professional socialization and preparation processes within their respective programs that will assist the graduate students their development as future members of the professoriate.
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