Beyond Preparation: Identity, Cultural Capital, and Readiness for Graduate School in the Biomedical Sciences
Beyond Preparation: Identity, Cultural Capital, and Readiness for Graduate School in the Biomedical Sciences
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DOI：
10.1002/tea.21164
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发表时间：
2014-10-01
影响因子：
4.6
通讯作者：
McGee, Richard
中科院分区：
文献类型：
--
作者：
Gazley, J. Lynn;Remich, Robin;McGee, Richard
在这项研究中，我们对52名大学毕业生进行了深入的访谈，他们进入了一个学士学位后的研究教育项目(PREP)。我们的目标是调查这些有抱负的科学家，他们中的大多数来自科学界代表性较低的群体，他们觉得准备申请生物医学科学的博士项目意味着什么。在我们的分析中，我们开发并使用了一个理论框架，该框架将实践中的身份认同文献中的概念与布迪厄关于文化资本的表述相结合，并研究了种族、民族和性别身份认同对教育和职业轨迹的影响。根据我们的分析，预期与Prep接触的五种身份工作模式：证书寻求者、PI追求者、路径构建者、学科改变者和兴趣测试者。这些模式说明了对科学中的行为、存在和成为的不同看法；身份工作的外部和内部焦点；以及对制度和具体文化资本的期望。我们的发现表明，准备研究生教育比获得一套证书更复杂，因为它融入了身份识别工作，这有助于准备工作之外的准备工作。这种对个人机构和认知的更深层次的理解，使我们能够将重点从机构和项目试图“修复”学生的赤字模式中转移出来，并为旨在支持大学毕业生成为科学家的项目提供启示。(C)2014年威利期刊公司。
In this study, we conducted in-depth interviews with 52 college graduates as they entered a Postbaccalaureate Research Education Program (PREP). Our goal was to investigate what it means for these aspiring scientists, most of whom are from groups underrepresented in the sciences, to feel ready to apply to a doctoral program in the biomedical sciences. For our analysis, we developed and used a theoretical framework which integrates concepts from identity-in-practice literature with Bourdieu's formulation of cultural capital and also examined the impact of racial, ethnic, and gender identities on education and career trajectories. Five patterns of identity work for expected engagement with PREP grew out of our analysis: Credential Seekers, PI Aspirants, Path Builders, Discipline Changers, and Interest Testers. These patterns illuminate differences in perceptions of doing, being, and becoming within science; external and internal foci of identity work; and expectations for institutional and embodied cultural capital. Our findings show that preparing for graduate education is more complex than acquiring a set of credentials as it is infused with identity work which facilitates readiness beyond preparation. This deeper understanding of individual agency and perceptions allows us to shift the focus away from a deficit model where institutions and programs attempt to "fix" students, and to offer implications for programs designed to support college graduates aspiring to become scientists. (C) 2014 Wiley Periodicals, Inc.