Pathways to the Professorate: The Development of Faculty Identity in Education

Author: Reybold L.E.

Source: Innovative Higher Education, Volume 27, Number 4, 2003 , pp. 235-252(18)

Publisher: Springer

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Abstract:

This study describes the development of initial faculty identities of doctoral students in education as they transition and adjust to the professorate. The findings are based on constant comparative analysis of semi-structured interviews with 30 participants at 14 universities. Interview data are supplemented by participant journals and materials, including curriculum vitae, website materials, and program documents. I identified five archetypal pathways to the professorate: anointed, pilgrim, visionary, philosopher, and drifter. Discussion of these pathways focuses on how these students decide to pursue a career in education and how they characterize their socialization and transition into the professorate.

Keywords: faculty; education; socialization

Language: English

Document Type: Research article

Affiliations: 1: Adult and Higher Education, College of Education and Human Development, The University of Texas at San Antonio, 501 W. Durango Blvd, San Antonio, TX 78207

Publication date: 2003-01-01