Doctoral Identity

From student to scholar with the support of relationships. Much research has been completed in regards to the journey from doctoral dependent student to independent scholar. Three articles were analyzed with the main focus of successful transition from doctoral student to achieving doctoral identity. Each article had a similar requirement of relationship to achieve academic success and doctoral identity. In the middle of this journey to doctoral identity is the phase where the student has completed classroom and professor lead assignments to journey into the unknown territory of being self-directed and self-driven. It is during this phase that we must determine how forging positive, supportive relationships can assist in achieving doctoral

There are stages to becoming academically successful and achieving your doctoral identity. We can break the doctoral program down into three stages. The three stages are: 1. Enrollment in the program and dependent, instructor lead assignments, 2. Completing instructor lead coursework and passing exams is coming to an end and the student becomes more independent to do research on their dissertation, 3. Student has mastered doctoral writing with appropriate terminology and in APA format to complete their dissertation successfully Baker and Pifer (2011). According to Baker and Pifer (2011), the second stage is where students lose the support of classroom environment and their academic success in in jeopardy based on the change from dependent to independent learning.

An interesting fact is that only half the students who enroll in the doctoral programs actually successfully complete their doctoral program of choice. Students must understand the meaning of academic success and the roll that they play in achieving it. The student must assume some responsibility for setting and achieving their own academic goals. The student should be able to identify their own academic knowledge as it relates to their dissertation to ensure program completion and graduation, and explore and expand on their socialization with their field of study (Gardner,

A student also needs to be confident and competent to maintain balance. Baker and Pifer (2011) identified the interaction of relationships, subject mastery, and transition of identity necessary to successfully go from doctoral student to developing doctoral identity. So, students are simultaneously experiencing a “parallel identity development process that requires them to master the student role and corresponding identity, while simultaneously beginning to accept and enact the identity of scholar and academic.”

Gardner (2009), completed research on seven disciplines for faculties and students in the doctoral program(s) and how these seven disciplines apply to all doctoral students and the faculty within those doctoral areas of studies. Based on the attitude of the faculty, some students were able to be successful in their studies, completion of their dissertation. Faculty members were able to motivate their students into more involvement into becoming independent