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Robing up: transactional identity development of Vietnamese PhD students

Robing up: transactional identity development of Vietnamese PhD students Since the early 21st century the number of doctoral students leaving their own country to study abroad has risen significantly adding to swelling numbers of domestic students. The process of doctoral studies has been acknowledged as identity transformation, a process of “becoming” for domestic students and international students. What remains unclear is the extent the identity of “doctor” penetrates to core culturally embedded identities formed within the international students’ earlier lives. Is the identity of “doctor” like the graduation robe that is worn purposefully for ceremonies and later removed in daily life? Are there differences for male and female graduates in cultures such as Vietnam where there are clearly defined gender roles? The six case studies this article reports on contribute to recognizing the complexity of international students engaging with doctoral studies, and the specific nature of Vietnamese students cultural border crossing in Australian universities. In this article, we examine strategies the graduates used to empower themselves and shape their academic identities. We begin to see the importance of considering gender as well as culture in the experiences of international doctoral students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Journal of Education Taylor & Francis

Robing up: transactional identity development of Vietnamese PhD students

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Robing up: transactional identity development of Vietnamese PhD students

Abstract

Since the early 21st century the number of doctoral students leaving their own country to study abroad has risen significantly adding to swelling numbers of domestic students. The process of doctoral studies has been acknowledged as identity transformation, a process of “becoming” for domestic students and international students. What remains unclear is the extent the identity of “doctor” penetrates to core culturally embedded identities formed within the...
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Publisher
Taylor & Francis
Copyright
© 2020 National Institute of Education, Singapore
ISSN
1742-6855
eISSN
0218-8791
DOI
10.1080/02188791.2020.1772197
Publisher site
See Article on Publisher Site

Abstract

Since the early 21st century the number of doctoral students leaving their own country to study abroad has risen significantly adding to swelling numbers of domestic students. The process of doctoral studies has been acknowledged as identity transformation, a process of “becoming” for domestic students and international students. What remains unclear is the extent the identity of “doctor” penetrates to core culturally embedded identities formed within the international students’ earlier lives. Is the identity of “doctor” like the graduation robe that is worn purposefully for ceremonies and later removed in daily life? Are there differences for male and female graduates in cultures such as Vietnam where there are clearly defined gender roles? The six case studies this article reports on contribute to recognizing the complexity of international students engaging with doctoral studies, and the specific nature of Vietnamese students cultural border crossing in Australian universities. In this article, we examine strategies the graduates used to empower themselves and shape their academic identities. We begin to see the importance of considering gender as well as culture in the experiences of international doctoral students.

Journal

Asia Pacific Journal of Education – Taylor & Francis

Published: Apr 3, 2021

Keywords: Doctoral supervision; culture; international students; Vietnamese students; agency; identity development

References

  • The doctoral gaze: Foreign PhD students’internal and external discourse socialization
  • Learning networks and the journey of ‘becoming doctor’
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