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首页> 外文期刊>International Journal of Doctoral Studies >The Socialization for Teaching: Factors Related to Teaching Career Aspirations for Doctoral Students of Color
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The Socialization for Teaching: Factors Related to Teaching Career Aspirations for Doctoral Students of Color

机译：教学社会化：博士生博士生职业愿望有关的因素

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Aim/Purpose: The purpose of our study was to gain a better understanding of the socialization factors that contribute to the aspirations of doctoral students of Color to pursue teaching careers. Background: Internationally, there has been a renewed call to diversify the professoriate. While the literature often examines early pathway issues and hiring bias, one efficient solution is to continue encouraging the socialization of those doctoral students of Color already interested in pursuing a teaching career. Methodology: We used a sample of 2,717 doctoral candidates of Color from over 221 doctoral-granting institutions in the USA who completed a survey about their graduate experiences. The sample of participants indicated they aspired to a teaching career at the beginning of their doctoral study, yet not all were interested in the same career choice by the end. To analyze our data we used Logistic Regression Modeling (LOGIT) to test which socialization factors (i.e., anticipatory, formal, informal, and personal) contribute to teaching career aspirations. Contribution: We found that factors associated with anticipatory and personal socialization contributed greatest to the continued aspiration of being a teaching faculty member, along with teaching experience. These results are somewhat different than previous literature and practice that places a greater emphasis on formal and informal socialization experiences as contributing to a future teaching faculty career. Findings: Anticipatory (publishing before the start of a PhD program), formal (teaching experience), and personal socialization (sense of belonging) were most related to aspirations to pursue a teaching faculty career, while more factors more traditional in the literature (e.g., relationship with advisor, career and research support, etc.) were not significantly correlated with the desire to pursue a teaching faculty career. Recommendations for Practitioners: We recommend that faculty advisors, graduate education administrators, and academic leaders pay close attention to the personal and social development of doctoral students of Color in order to sustain their interest in teaching in higher education. In addition, it is important for academic leaders to recognize doctoral socialization begins before a student enters a PhD program, so more attention should be given to the opportunities for undergraduate students of Color to learn about the academy through research and publication. Recommendation for Researchers: Doctoral socialization as a topic of study has continued to be of interest to scholars, but there are more quantitative and mixed-method scholarship that could be used to influence academic leaders and policymakers. In addition, scholars should continue to complicate and refine graduate socialization theory in order to understand and represent racially diverse populations. Impact on Society: Multiple interventions will be needed in order to increase the amount of faculty of Color in the professoriate but improving pre-PhD experiences and sense of belonging for doctoral students of Color could be a targeted policy intervention for academic leaders. As researchers and practitioners in the field are looking for ways to better support doctoral students of Color, a nuanced understanding of developmental needs is essential not only for graduation but for intended career aspiration. Future Research: With these findings, we offer opportunities for future research to further our understanding of socialization for doctoral students of Color. Future studies should include more robust measures of socialization factors along with longitudinal research designs in order to understand the temporal developmental needs for students of Color along multiple pathways to the professoriate.
机译：目标/目的：我们研究的目的是更好地了解社会化因素，为追求教学职业的博士学生的愿望做出贡献。背景：国际上，有一个新的呼吁使教授多样化。虽然文献经常检查早期的途径问题和招聘偏见，但一个有效的解决方案是继续鼓励已经对追求教学生涯的博士学生的博士生社会化。方法论：我们在美国的221多个博士授予机构中使用了2,717名博士候选人的样本，他们完成了关于他们的研究生体验的调查。参与者的样本表明，他们在博士研究开始时渴望教学职业生涯，但并非所有人都对此结束了同样的职业选择。为了分析我们的数据，我们使用了Logistic回归建模（Logit）来测试哪些社会化因素（即，预期，正式，非正式和个人）有助于教学职业愿望。贡献：我们发现与预期和个人社会化相关的因素有助于成为作为教学教师的持续愿望以及教学经验。这些结果略有不同于以前的文学和实践，更加重视正式和非正式的社会化经验，这是对未来的教学教师职业的贡献。调查结果：预期（在博士计划开始前出版），正式（教学经验）和个人社会化（归属感）与追求教学教师职业的愿望最为相关，而文献中的更多因素更传统（例如，与顾问，职业和研究支持等的关系与追求教学教师职业生涯的愿望没有明显相关。从业者的建议：我们建议教师顾问，研究生教育管理者和学术领导人密切关注博士学生的颜色博士生的社会发展，以维持他们对高等教育教学的兴趣。此外，在学生进入博士计划之前，学术领导人始于博士社会活动是重要的，因此应更多地关注通过研究和出版的颜色学习学院的本科生的机会。研究人员的建议：作为学习主题的博士社会化继续对学者感兴趣，但有更多的量化和混合方法奖学金可用于影响学术领导者和政策制定者。此外，学者还应继续复杂化和改进毕业生社会化理论，以便理解和代表种族多样化的人口。对社会的影响：将需要多次干预措施，以增加教授的颜色能力，但改善博士学位前的博士学位经验和博士学生的父母学生的感觉可能是学术领袖的有针对性的政策干预。作为该领域的研究人员和从业者正在寻找更好地支持色彩的博士生的方法，对发展需求的详细了解不仅是毕业，而且对于预期的职业愿望至关重要。未来研究：通过这些调查结果，我们为未来的研究提供了机会，以进一步了解对博士生的博士学生社会化的理解。未来的研究应包括更强大的社会化因素的措施以及纵向研究设计，以了解沿着教授的多种途径的色彩学生的时间发育需求。

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