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Comparison Matrix Paper: Doctoral Identity
Albina Ortiz
Grand Canyon University
College of Doctoral Studies

Comparison Matrix Paper: Doctoral Identity Doctoral scholars make up a very limited populace with requirements and apprehensions in many cases that are out of the ordinary in several ways, especially in the areas of academia and oneself. Nevertheless, marginal study has been steered on the subject of doctoral students’ socialization throughout their scholastic careers, nonetheless the research that has been accomplished does bring into line and review the demands and certification of scholastic achievement in harmonization with doctoral students’ development and socialization within their targeted areas. The intention of the studies completed within the following articles; Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641., Weidman, J.C., & Stein, E. L. (2003)., Developmental networks and learning: toward and interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827., Baker, V., & Lattuca, L.R. (2010), Critical thinking distance education and traditional education. Quarterly review of Distance Education, 4(4), 401-407., Visser, L., Y.L., & Schlosser, C. (2003)., is the examination of standpoints on learning and their approach to facilitating ones preparation to becoming a doctoral student, as well as doctoral students’ satisfaction within their perspective doctoral program support services, in addition to the significance of analytical thinking and problem solving to the integration of such skills at the doctoral level. Qualitative data from all three articles accessed build strong cases around how the overall surroundings of a doctoral student from their academic department to their internal as well as external driving forces have an imperative influence on the socialization of these scholars (Thornton and Nardi, 1975; Weidman et al., 2001). All of the sample populations utilized targeted doctoral students; the sample population completed by (Baker, V., & Lattuca, L. R. 2010) included scholarly students in a variety of roles ranging from advising or mentoring roles, the sample population completed by (Paul, Elder, & Bartell, 1997) included 66 California Universities (public and private), and the sample population completed by (Weidman, J. C., & Stein, E. L. 2003) included 83 enrolled Ph.D. students registered in two areas in a main public study university. Through such data research the authors demonstrated the connection between awareness elaboration and character development. Information on scholars' social associations with teaching staff and fellow mates in addition to their stated involvement in scholarly endeavors was also given an account. Essentially, the grouping of hypothetical understandings from associations and sociocultural researchers showed a necessary transformation in comprehension and individuality that transpires during doctoral study (Baker, V., & Lattuca, L. R. 2010). The articles described in this paper also touch on the principal rationale of doctoral edification, which spreads further than the discipline-based specialty; the purpose is to prepare the student for their academic responsibility. This type of socialization to educational standards of investigation and learning impacts doctoral students’ views of other comrades; at the end of the day impacting their relations and amalgamation within the community as a whole. A multivariate research offers sustenance for the infrastructure, confirming the significance of social collaboration amongst scholars and teaching staff as well as collegiality amongst the teaching body for generating a climate of understanding for doctoral study that also has the ability to offer a robust foundation for succeeding in academic and/or research careers by invigorating students' research and scholarly throughput. When reviewing these articles to assess their validity it is important to also look to understand the variables and limitations of these studies, which included such constraints as scholars engaging in professional doctorates being persuaded by encounters and values that are not the same as those shared by students in orthodox doctoral programs (Baker, V., & Lattuca, L. R. 2010). Additionally, one should also keep in mind that the incorporation of differences in learning environments in the areas of socialization and critical thinking is genuine to the concept of "authentic practice”. (Visser, L., Visser, Y. L., & Schlosser, C. 2003). Furthermore, one should look to assessing and understanding doctoral students’ frameworks such as: family, community, as well as self-identity. The boundaries of this study incorporate the difference in learning environments in the absenteeism of substantial connections among involvement in academic interests and most of the variations that are typically related to the operative socialization. (Weidman, J. C., & Stein, E. L. 2003). In conclusion, doctoral students necessitate distinctive setups and amenities to guarantee their academic and individual fulfillment within their fields of study. Despite the fact significant concentration need to be remunerated to doctoral student erosion, a considerable amount of the examination has looked at doctoral students as expansions of undergraduates in relationship to their driving forces and necessities. In particular, marginal exploration has been carried out when it comes to the systems and offerings that suitably align with doctoral students’ needs, guaranteeing their scholarly achievement and degree attainment. The discoveries from this research point to the need for reformation and reorganization of doctoral student amenities in an effort to encourage a new move toward doctoral student assistance platforms.

References
Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656. Available at http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=ehh&AN=11092904&site=ehost-live&scope=site Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=54329722&site=ehost-live&scope=site
Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=12620957&site=ehost-live&scope=site
Wade, C. (1995). Using writing to develop and assess critical thinking.
Teaching of Psychology, 22(1), 24-28. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=9504200988&site=ehost-live&scope=site
Socialization of Doctoral Students to Academic Norms - ResearchGate. Available from: http://www.researchgate.net/publication/225852896_Socialization_of_Doctoral_Students_to_Academic_Norms [accessed Apr 28, 2015].

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