Abstract
This qualitative, phenomenological study examined the experiences of first year graduate students learning to become doctoral students in education doctoral programs. Findings include the centrality of identity development and social justice.
Keywords: doctoral study, phenomenology, identity, social justice
How to Cite:
Carr-Chellman, D. J. & Rogers Shaw, C., (2017) “"Do the Hard Work": Identity Development and First Year Doctoral Students”, Adult Education Research Conference 1(2017).
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