Background/Purpose
The purpose of this phenomenological case-study research was to examine how academic and professional socialization processes contributed to the satisfaction, successes, and failures of graduate students of color (N = 6) at predominately white institutions of higher education. Of primary importance were the perceived challenges and support mechanisms identified by the participants as being impactful on their matriculation.
Method
Researchers used traditional qualitative data collection and analysis techniques for this study. Specifically, individual semi-structured interviews, critical incident reports and journals were utilized to gain an understanding of the participants' perspectives. Moreover, qualitative data analysis techniques included developing coding categories, analytic induction techniques and theme development. Social capital theory and a model of graduate student development formed the basic framework for this research.
Analysis/Results
Participants described similar key experiences and factors that impacted their socialization and matriculation. Specifically, emergent themes included: a) Departmental and Institutional Characteristics, b) Financial Considerations, c) Availability of Mentors and Advocates, d) Utilization of Support Mechanisms, e) Transitioning into Graduate Studies and e) Intrinsic and Extrinsic Motivations.
Conclusions
In conclusion, it is hoped that the dissemination of these findings will lead to further discussion among graduate program administrators and scholars regarding the proper processes needed to fully support the matriculation of graduate students, particularly those from diverse backgrounds, as they transition into their academic and professional roles. Specifically, processes must be developed, implemented, and evaluated which will assist graduate students in their academic and professional development as future members of the professoriate and into relevant occupational positions.