Exploring the formal and informal stages in the socialization process in graduate students' professional development.

The purpose of this phenomenological study is to explore the experiences of doctoral students during the process of socialization as students and professionals and as they attempt to develop their professional identities. This study uses Graduate Socialization Theory, and the data is made up of interviews and focus groups of graduate students within a college of education. The findings suggest that doctoral students face a myriad of challenges throughout their program that may stifle their socialization and hinder the development of their professional identities. The findings indicate that faculty, staff, and administrators could offer specific supports that could increase graduate student socialization, which may increase the likelihood of professional success for graduate students. These findings, the related implications for doctoral education, and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR]