Shifting Gears: Characteristics and Consequences of Latent Class Transitions in Doctoral Socialization

• Published in: Research in higher education Vol. 61; no. 8; pp. 1027 - 1053
• Main Authors: Jeong, Soojeong, Litson, Kaylee, Blaney, Jennifer, Feldon, David F.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.12.2020; Springer; Springer Nature B.V
• Subjects: Academic achievement; Biology; Classification; College faculty; Doctoral Programs; Doctoral Students; Education; Foreign students; Higher Education; Latent class analysis; Minority groups; Outcomes of Education; Peer Relationship; Peers; Productivity; Profiles; Socialization; Student Characteristics; Students; Teacher Student Relationship; Doctoral socialization; Peer interaction; Person-centered approach; Latent transition analysis; Faculty-student interaction
• ISSN: 0361-0365; 1573-188X
• DOI: 10.1007/s11162-019-09583-7

Using a national sample of 336 biology Ph.D. students, this study classified students based on their interactions with faculty and peers, and investigated longitudinal changes in their interaction classifications over 3 years. We also examined associations between students’ interaction classifications, their demographic backgrounds (e.g., gender, international student status, first-generation status, and underrepresented racial/ethnic minority status), and doctoral outcomes (e.g., sense of belonging, satisfaction with academic development, institutional commitment, and scholarly productivity). The findings revealed that three distinct subgroups existed among the current sample of biology Ph.D. students, with respect to their interactions with their faculty and peers: high interaction with faculty and peers, high interaction with peers only, and low interaction with faculty and peers. However, such patterns of doctoral students’ interactions with faculty and peers tended to, in general, be stable over time. In addition, while the differential effects of demographic variables on changes in these interaction patterns were widely founded, such changes were not substantially linked to doctoral student outcomes. Implications for research on doctoral education and socialization theory are discussed.