Interdisciplinary Studies in the Humanities

The Sociological Study of the Process of Professional Identity Formation in Doctoral Students of Social Sciences in Iran

Document Type : Original Research Paper

Authors

A. Sedighian Bidgoli 1
A. Vedadhir 2
G. Jafari 3

1 Assistant Professor of Social Studies, Institute for Social and Cultural Studies, Tehran, Iran

2 Associate Professor Anthropology, Faculty of Social Sciences, University of Tehran, Tehran, Iran

3 PhD Candidate of Cultural Sociology, Iranian Institute for Social and Cultural Studies, Tehran, Iran

https://doi.org/10.22035/isih.2019.3039.3354
Abstract
Professional identity refers to a process that answers the question "who am I" during One has been studying for years at university. The PhD is the latest stage in the development of this kind of identity that has a great bearing on the career path of individuals. The present article attempts to test the theoretical model of the PhD students' professional identity development in Iran's social sciences. The Grounded Theory of Vedadhir and Others (2017) have been operationalized and the questionnaire has been tested with participation of 191 PhD students of social sciences. Quantitative findings confirm the theatrical propositions obtained from the basic theory model. As can be seen in the above equation, Regression results show that in general, the structure of higher education, the external conditions of the social sciences, the psychological traits of PhD students of social sciences, as well as financial conditions and scientific socialization can change the dependent variable of the professional identity of the PhD degree of social sciences among respondents Better than the rest of the independent variables. The statistical results indicate that the role of external and structural factors is important.

Keywords

professional identity
PhD students of social science
social science
Grounded Theory
test of structural mode
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Gardner, S.K. (2007). I heard it through the grapevine: Doctoral student socialization in chemistry and history. Higher Education, 54(5), 723-740.
Goffman, E. (1961). Asylums. Harmondsworth, Penguin.
Jarvis, P. (1983). Professional education. London: Croom Helm.
Latham, S. C. (2004). Anticipatory socialization and university retention: An analysis of the effect of enrollment at a faith-based secondary school on the progression of students through a faith-based university. Tallahassee, Florida: Florida University Press.
Lifton, R.J. (1993). The protean self: Human resilience in an age of fragmentation. New York: Basic Books.
Merton, R.K. (1957). Social theory and social structure Illinois. Glencoe, Illinois: The Free Press. doi: 10.2307/2573874
Pascarella, E.T., & Terenzini, P.T. (1991). How college affects Students findings and insights from Twenty Years of research. San Francisco: Jossey-Bass.
Stryker, S. (1980). Symbolic interactionism: A social structural version. Menlo Park: Benjamin Cummings.
Stryker, S. (1991). Exploring the relevance of social cognition for the relationship of self and society: Linking the cognitive perspective and identity theory. In J. A. Howard & P. L. Callero (Eds.), the self-society dynamic: Cognition, emotion, and action (pp. 19-41). New York, NY, US: Cambridge University Press. doi: 10.1017/CBO9780511527722.003
Stryker, S., & Burke, P. J. (2000). The past, present, and future of an identity theory. Social Psychology Quarterly, 63(4), 284. doi:10.2307/2695840
Toit, D. (1995). A sociological analysis of the extent and influence of professional socialization on the development of a nursing identity among nursing students at two universities in Brisbane, Australia. Journal of Advanced Nursing, 21(1), 164-171. doi:10.1046/j.1365-2648.1995.21010164.x
 
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  • Receive Date 22 June 2018
  • Revise Date 13 September 2018
  • Accept Date 01 November 2018

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