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Disparities in perceived disciplinary knowledge among new doctoral students

Allyson Flaster (Institute for Social Research, University of Michigan, Ann Arbor, Michigan, USA)
Kristen M. Glasener (School of Education, University of Michigan, Ann Arbor, Michigan, USA)
John A. Gonzalez (Rackham Graduate School, University of Michigan, Ann Arbor, Michigan, USA)

Studies in Graduate and Postdoctoral Education

ISSN: 2398-4686

Article publication date: 7 July 2020

Issue publication date: 17 July 2020

183

Abstract

Purpose

The purpose of this study is to examine whether there are differences in beginning doctoral students’ perceptions of the disciplinary knowledge required to be successful in doctoral education and identify pre-doctoral characteristics and experiences that explain these differences.

Design/methodology/approach

This study relied on survey data of first-year PhD students enrolled at a large, research-intensive university. Survey responses were matched to institutional information, missing data were imputed and responses were weighted to account for groups’ differential probabilities of being included in the analytical sample. The authors used regression analysis to examine the relationship between students’ background characteristics, anticipatory socialization experiences, academic performance and perceived levels of disciplinary knowledge.

Findings

The study findings indicated significant differences in doctoral students’ perceived levels of disciplinary knowledge. Students who identify as female or URM had significantly lower levels of perceived disciplinary knowledge than students who identify as male or non-URM. Moreover, several anticipatory socialization experiences were significantly and positively related to perceived disciplinary knowledge.

Originality/value

While there is evidence that doctoral students start graduate school with varying identities and experiences, little is known about how students perceive their abilities and knowledge. This study reported that students differ in their self-assessment of disciplinary knowledge as they embark on doctoral work with implications for academic identity development and student success.

Keywords

Acknowledgements

The authors wish to thank respondents to the Michigan Doctoral Experience Study for sharing their perspectives, as well as participants in the 2019 Sociology of Education Association Conference, who provided helpful feedback on a previous version of this paper. All errors, however, remain their own. Funding for the project has been provided by the Rackham Graduate School at the University of Michigan. We are grateful for their support and encouragement.

Citation

Flaster, A., Glasener, K.M. and Gonzalez, J.A. (2020), "Disparities in perceived disciplinary knowledge among new doctoral students", Studies in Graduate and Postdoctoral Education, Vol. 11 No. 2, pp. 215-230. https://doi.org/10.1108/SGPE-05-2019-0053

Publisher

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Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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