Preparing for practice: Parallel processes of identity development in Stage 3 of doctoral education

As part of a longitudinal study, we examined Stage 3 of the doctoral student experience by further testing and refining the notion of a parallel process of identity development as student and scholar in doctoral education. We relied on a framework that integrates developmental networks and sociocultural learning to explore the types of learning and interactions students engage in to persist through Stage 3. Our results indicate that this identity development process is prompted by two program milestones in Stage 3: the dissertation and the search for employment. In comparing the experiences of students who pursued faculty appointments with those who pursued administrative careers, we found similarities and differences. We discuss these results and offer future directions of research and practice.