The purpose of this study is to examine the socialization experience of international doctoral students in the field of biology.
Using a sequential mixed-methods approach, with a primary focus on qualitative analysis, the authors analyzed survey and interview data from the first two years of biology doctoral students across 53 research-intensive US universities. By the end of year 1, the authors’ analytical sample contained surveys from 285 students and interviews from 18 international students. By the end of year 2, the authors’ sample included surveys from 247 students and interviews from 14 international students.
Quantitative findings show that international students report lower levels of interaction with faculty and peers but a stronger sense of belonging in their research communities. Qualitative insights from 32 in-depth qualitative interviews with international students highlight the work-centered nature of their socialization, challenges of limited social networks and the central role of labs for support and validation.
While research generally documented the challenges faced by international students, there is a significant gap in understanding how their socialization experiences evolved over time. Much of the existing literature lacks a comprehensive examination of the longitudinal socialization process of international doctoral students. This study challenges assumptions about uniformly negative experiences among international students and offers implications to improve doctoral education.
