Abstract

Based on a four-year, qualitative study of graduate students, the article discusses graduate student development, students' perceptions of the academic career, and graduate students' suggestions for improving graduate socialization experiences. The article concludes with recommendations and policy questions for faculty advisors, chairpersons, teaching assistant supervisors, and graduate deans.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 94-122
Launched on MUSE
2002-02-01
Open Access
No
Archive Status
Archived
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