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Scholarly Voice and Academic Identity: A Systematic Review of Doctoral Student Agency

Scholarly Voice and Academic Identity: A Systematic Review of Doctoral Student Agency

Kenneth L. Rigler Jr., Christina Maria Anastasia, Abeni El-Amin, Robin Throne
Copyright: © 2021 |Pages: 27
ISBN13: 9781799872672|ISBN10: 179987267X|EISBN13: 9781799872696
DOI: 10.4018/978-1-7998-7267-2.ch004
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MLA

Rigler Jr., Kenneth L., et al. "Scholarly Voice and Academic Identity: A Systematic Review of Doctoral Student Agency." Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, edited by Aaron Samuel Zimmerman, IGI Global, 2021, pp. 63-89. https://doi.org/10.4018/978-1-7998-7267-2.ch004

APA

Rigler Jr., K. L., Anastasia, C. M., El-Amin, A., & Throne, R. (2021). Scholarly Voice and Academic Identity: A Systematic Review of Doctoral Student Agency. In A. Zimmerman (Ed.), Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education (pp. 63-89). IGI Global. https://doi.org/10.4018/978-1-7998-7267-2.ch004

Chicago

Rigler Jr., Kenneth L., et al. "Scholarly Voice and Academic Identity: A Systematic Review of Doctoral Student Agency." In Handbook of Research on Developing Students’ Scholarly Dispositions in Higher Education, edited by Aaron Samuel Zimmerman, 63-89. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7267-2.ch004

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Abstract

This chapter presents the results of a systematic review of the current scholarship into doctoral student agency from a U.S. perspective. In past work, the authors and others have explored doctoral student and research supervisor agency from the perspective of scholar-practitioner agency within the doctoral learning community as well as the post-doctorate practice-based research agenda. This chapter focuses on a systematic analysis of the current scholarship published since 2019 that has continued to examine the aspects of doctoral student voice, agency, academic identity, and dissemination of graduate student research. Theoretical perspectives are drawn from the scholarship of situated learning theory and other theories that define how and why doctoral students are able to move from the periphery of the doctoral learning community to entrance into the scholarly academic and publishing community.

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