Abstract
Identity lies at the heart of doctoral study – a mysterious learning process which culminates in Ph.D. students’ metamorphosis into doctors. This paper explores the identity-related experiences of six international Ph.D. students enrolled at an Australian university by examining how different individuals, events and interactions contributed to (or disrupted) their sense of themselves as researchers and scholars. Analysis of the participants’ learning narratives revealed significant disparities in the agency they exercised and the opportunities and support they received, ultimately suggesting that those individuals endowed with the most cultural capital experienced the most favourable identity trajectories. Accordingly, the paper argues that greater efforts are needed to support non-traditional doctoral candidates in their journey to become confident scholars and researchers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Innovations in Education and Teaching International
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
