Identifying Key Influencers of Professional Identity Development of Asian International STEM Graduate Students in the Un
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Identifying Key Influencers of Professional Identity Development of Asian International STEM Graduate Students in the United States John Jongho Park1 • Yu-Chuan Chuang2 • Eric S. Hald3
Published online: 8 February 2018 De La Salle University 2018
Abstract This qualitative study involves tracking the process by which Asian STEM (Science, Technology, Engineering, and Math) graduate students encounter graduate studies as they build professional identities. We derived data from interviews and observations of 27 Asian international STEM graduate students at various stages of their graduate careers at a large research university located in the United States. The following research question guided this investigation: What are key influencers of STEM students’ professional identity? We conducted this study using a qualitative grounded theory approach, and we developed a central professional identity development model from emergent themes that related to the central phenomenon. Findings indicated Asian international STEM graduate students’ previous work experiences, disciplinary skills acquisition, English proficiency, and socialization with peers and faculty advisors were significant influential factors to their professional identity development. These influencers interacted to both positively facilitate and negatively hinder the student’s progress toward professional identity development. Together, & John Jongho Park [email protected] Yu-Chuan Chuang [email protected] Eric S. Hald [email protected] 1
Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI 48501, USA
2
National Taipei University of Nursing and Health Sciences, Taipei, Taiwan
3
Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI 48501, USA
this work suggests academic socialization is a crucial factor for student success and professional identity development. Keywords Professional identity International graduate students Grounded theory
Introduction The present study explores Asian international Science, Technology, Engineering and Math (STEM) graduate students’ professional identity development. There are two reasons why professional identity research contributes to the understanding of the concept of identity and its construction. First, as identity construction may be a result of enculturation processes, professional identity development can be understood in the context of individuals undergoing new professional disciplinary experiences. Second, among an individual’s many identities, one’s professional identity is usually a central identity because it provides socially respected position, agency, and power in a disciplinary community (Moje and Lewis 2007). The development of professional identity is presumed to be influenced by an individual’s significant need to attain agency and power. Therefore, investigating the process of professional identity acquisition in a specific disciplinary field would help to clarify the mechanisms of the professional identity development pr
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