Background/Purpose:
The examination of the professional socialization and academic factors, which contribute to the successful matriculation of graduate students through kinesiology graduate programs, has been largely overlooked in current literature. This ethnographic case-study examined the professional preparation and socialization experiences of a diverse (ethnic, socio-economic, geographic origin, etc.) group of kinesiology doctoral degree-seeking graduate students (n = 10) from four southeastern top-tier research institutions, as they matriculated through their respective programs.
Method:
Traditional qualitative data collection and analysis techniques, including semi-structured interviews, focus groups, critical incident reports, and journals were utilized to gain an understanding of the participants' perspectives, insights, and recommendations. Specifically, qualitative data analysis included techniques such as coding categories, analytic induction techniques and theme development. Critical-social theory provided a basic framework for this research.
Analysis/Results:
Participants described similar key experiences and factors that impacted their graduate studies matriculation. Specifically, five significant themes emerged from the research: a) Diversity Identification, b) Spirituality, c) Family Impact, d) Perspectives on the Professoriate, and e) Role Models and Advocates.
Conclusions:
In conclusion, this research provides evidence of the shared experiences, as well as, diverse conceptualizations of doctoral graduate students in their own words. Hopefully, the dissemination of these findings will lead to further discussion among scholars and graduate program administrators regarding the most effective means of conceptualizing the professional socialization, support and preparation processes within their respective programs. Specifically, processes must be developed, implemented, and evaluated which will assist graduate students in their development as future members of the professoriate and relevant occupational positions.