Belonging and Mattering: How Science Doctoral Students Experience Community

被引:0
|
作者
White, Jessica [1 ]
Nonnamaker, John [2 ,3 ]
机构
[1] Oregon State Univ, Coll Educ, Adult Educ & Higher Educ Leadership, Corvallis, OR 97331 USA
[2] MIT, Global Educ & Career Dev Ctr, Career Programs, Cambridge, MA 02139 USA
[3] Massachusetts Inst Technology, Career Dev Ctr, Cambridge, MA USA
关键词
D O I
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中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The concept of community in higher education is broadly defined yet often exclusively linked with the undergraduate student population. Based on a two-year qualitative study at Oregon State University and the Massachusetts Institute of Technology, this article explores the notion of doctoral student community. Community as experienced by science doctoral students is unique and complex and is influenced by multiple communities including the discipline, institution, department, lab, and advisor. Each community may be more salient at different junctures of the doctoral journey. A model depicting these nested communities was developed and is discussed along with implications for practice.
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页码:350 / 372
页数:23
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