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Doctoral Identity

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Doctoral Identity
EuRhonda Morgan
Grand Canyon University
June 8, 2016

Doctoral Identity
When reproduction occurs and more than one egg is fertilized, it usually results in twins. If they are from the same egg, they are considered identical. If the egg splits, they are known as fraternal. Whether they are identical or fraternal, each should have their own identity. Identity can be defined as “who one is” or “who one sees in the mirror.” When one enters a doctoral program, he or she embarks upon a new identity, generally known as the “doctoral identity.” Mentors, faculty, family, coworkers and cohort members all play a critical role in fostering the doctoral identity. “Developmental Networks and Learning: Toward an Interdisciplinary Perspective on Identity Development during Doctoral Study by Baker and Lattuca, (2010) discusses and links two theories – developmental networks and sociocultural perspectives on learning and to foster the interdisciplinary approach of doctoral education as a Segway to the professoriate. Weidman and Stein (2003) in “Socialization of Doctoral Students to Academic Norms” addresses socialization of doctoral students to the academic norms of research and scholarship. They are joined by Visser, Visser and Schloasser’s “Critical Thinking Distance Education and Traditional Education” (2003), emphasizes the importance of critical thinking to traditional and distance education. These three articles are so intertwined, that it would be futile to discuss one without the input of the other two.
The purpose of this paper is to analyze, compare and synthesize the themes via literature reviews inclusive of research questions, sample populations, the results, limitations and recommendations that include future studies. This paper will discuss how socialization and critical thinking shape doctoral students’ identity developmentally and

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