Professional Socialization of Foreign-Born Scholars into U.S. Academe: A Reflective Case Study

Abstract

Utilizing a reflective case study approach and the constant comparative method, two foreign-born scholars examine their experiences through the professional socialization process in the distinct U.S. academe arenas (e.g., cultural, institutional, interactive). The research questions guiding the study include: (1) What is traditionally expected of a scholar starting an academic career? (2) What does the professional socialization of foreign-born scholars into U.S. academe entail? (3) How can emergent scholars systematically reflect and learn about the profession? Videoconference meetings, transcripts and notes, email messages, and individual written reflective journal entries constitute the data collection sources. Data were analysed following the constant comparative method: (a) comparing different people, (b) comparing data from same individual at different points in time, (c) comparing incident with incident, (d) comparing data with category, and (e) comparing category with other categories. In addition, selective coding, grouping categories to reduce data, synthesizing, and explaining the data, were also part of the data analysis process. Meaningful narratives support study findings. These are presented following the order of the three research questions. Consequently, the need to re-conceptualize the professional socialization process of emergent scholars became evident. Without a doubt, to succeed in U.S. academe, emergent scholars must prepare for teaching, research, and service expectations. However, as illustrated in the proposed matrix of professional socialization, mastering these areas requires gaining understanding of values, traditions, politics, rules, and morals that regulate the academic society.

Keywords

• Reflective case study
• Professional socialization
• Emergent scholars
• U.S. Academe
• Foreign-born scholars

Professional Socialization of Foreign-Born Scholars into U.S. Academe: A Reflective Case Study

Abstract

Utilizing a reflective case study approach and the constant comparative method, two foreign-born scholars examine their experiences through the professional socialization process in the distinct U.S. academe arenas (e.g., cultural, institutional, interactive). The research questions guiding the study are: (1) What does the professional socialization of foreign-born scholars into U.S. academe entail? (2) What is traditionally expected of a scholar starting an academic career? (3) How can emergent scholars systematically reflect and learn about the profession? Video-conference meetings, transcripts and notes, email messages, and individual written reflective journal entries constitute the data collection sources. The narratives collected were analyzed following the constant comparative method: (a) comparing different people, (b) comparing data from same individual at different points in time, (c) comparing incident with incident, (d) comparing data with category, and (e) comparing category with other categories. In addition, selective coding, grouping categories to reduce data, synthesizing, and explaining the data, were also part of the data analysis process. Meaningful narratives support the results of the analysis and illustrate study findings through four themes: The holy trinity of academia, role models and mentors, matrix of professional socialization, and lessons learned. The need to re-conceptualize the professional socialization process of emergent scholars became evident. Without a doubt, to succeed in the U.S. academe, emergent scholars must prepare for teaching, research, and service expectations. However, as illustrated in the matrix for professional socialization, mastering these areas requires gaining understanding of values, traditions, politics, rules, and morals that regulate the academic society.

Keywords

• Emergent scholars
• Foreign-born scholars
• Reflective case study
• Professional socialization
• U.S. academe

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