Contrasting the Socialization Experiences of Doctoral Students in High- and Low- Completing Departments: A Qualitative Analysis of Disciplinary Contexts at One Institution.

SOCIALIZATION; COLLEGE curriculum; GRADUATE students; DOCTORAL programs; SOCIAL support; SELF-efficacy in students; UNCERTAINTY; CHANGE; SOCIAL conditions of students

The article discusses how disciplinary context influences the socialization of graduate students in doctoral programs. The author notes theories suggesting that inadequate socialization contributes to attrition in doctoral programs and research suggesting attrition rates vary based on academic discipline and institution. Interviews were conducted with doctoral students from different disciplines such as psychology, mathematics, engineering and oceanography. The author notes how student experiences regarding social support, self-efficacy, ambiguity and transitions varied based on the program completion rates of different departments.