Understanding physical education doctoral students' perspectives of socialization

K. Andrew R. Richards, Gabriella M. McLoughlin, Victoria Nicole Ivy, Karen Lux Gaudreault

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students' perceptions of their socialization as preparation for faculty roles. Method: Participants included 32 physical education doctoral students (16 female, 16 male) from US institutions of higher education. Data were collected in three phases using focus group interviews, an open-ended survey, and individual interviews. Results: Three first-order themes described: (a) indirect, but common pathways to pursuing a doctoral degree, (b) relationships are essential to the doctoral program experience, and (c) becoming a faculty member is a complex and ongoing process. Discussion/Conclusions: Relationships, particularly with faculty members, are integral to doctoral education. Training for the role of doctoral advisor could be beneficial, as could connecting cohort members and promoting opportunities to learn the role of teacher educator and publish research.

Original languageEnglish (US)
Pages (from-to)510-520
Number of pages11
JournalJournal of Teaching in Physical Education
Volume36
Issue number4
DOIs
StatePublished - Oct 1 2017
Externally publishedYes

Keywords

  • Occupational socialization theory
  • Physical education teacher education
  • Qualitative design
  • Secondary professional socialization

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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