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

Year 2021, Volume: 4 Issue: 1, 26 - 37, 30.06.2021

Clarena Larrotta , Heejae Chung

https://doi.org/10.52134/ueader.877225

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

Supporting Institution

N/A

Project Number

N/A

Thanks

N/A

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

Project Number

N/A

References

• Baz, E. H. (2016). The stories of English teachers as learners in terms of teacher socialization. Turkish Online Journal of Qualitative Inquiry, 7(3), 279-311. doi:10.17569/tojqi.14485
• Brody, J., Vissa, J., & Weathers, J. (2010). School leader professional socialization: The contribution of focused observations. Journal of Research on Leadership Education, 5(14), 611-651. doi:10.1177/194277511000501401 Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Qualitative research (2nd ed., pp. 509-535). Sage Publications.
• Chun, J. J., Lipsitz, G., & Young, S. (2013). Intersectionality as a social movement strategy: Asian immigrant women advocates. Signs: Journal of Women in Culture and Society, 38, 917–940. doi:10.1086/669575
• Darwin, A., & Palmer, E. (2009). Mentoring circles in higher education. Higher Education Research & Development, 28(2), 125-136. doi:10.1080/07294360902725017 Franzoni, A. L., & Robles, G. (2016). Developing successful novice international faculty through a mentoring program. Research & Reviews: Journal of Educational Studies, 2(2), 1-9. doi:10.1109/ICALT.2015.38
• Gahungu, A. (2011). Integration of foreign-born faculty in academia: Foreignness as an asset. International Journal of Educational Leadership Preparation, 6(1), 1-22. German, K. T., Sweeny, K., & Robbins, M. L. (2019). Investigating the role of the faculty advisor in doctoral students’ career trajectories. Professional Development in Education, 45(5), 762-773. doi:10.1080/19415257.2018.1511454 Hamilton, L., & Corbett-Whittier, C. (2013). Using case study in education research. Sage. doi:10.4135/9781473913885.n8
• Hernandez, K. A. C., Ngunjiri, F. W., & Chang, H. (2015). Exploiting the margins in higher education: A collaborative autoethnography of three foreign-born female faculty of color. International Journal of Qualitative Studies in Education, 28(5), 533-551. doi:10.1080/09518398.2014.93391 The Power of International Education. (2019). Research & Insights. Open Doors Data. https://www.iie.org/Research-and-Insights/Open-Doors/Data/International-Students Jordell, K. O. (1987) Structural and personal influences in the socialization of beginning teachers. Teaching & Teacher Education, 3(3), 165-177. doi:10.1016/0742-051X(87)90001-1
• Ku, H., Lahman, M. K. E., Yeh, H., & Cheng, Y. (2008). Into the academy: Preparing and mentoring international doctoral students. Educational Technology Research and Development, 56, 365-377. doi:10.1007/s11423-007-9083-0
• Lengeling, M. M., Mora Pablo, I., & Barrios Gasca, B. L. (2017). Teacher socialization of EFL teachers at public school levels in Central Mexico. PROFILE Issues in Teachers’ Professional Development, 19(1), 41-54. doi:10.15446/profile.v19n1.53244
• Pollard, A. (1982). A model of classroom coping strategies. British Journal of Sociology of Education, 3, 19-37. doi:10.1080/0142569820030102
• Roberts, A. (2000). Mentoring revisited: A phenomenological reading of the literature. Mentoring & Tutoring: Partnership in Learning, 8(2), 145-170. doi:10.1080/713685524
• Tardi, S. (2019). Case study: Defining and differentiating among types of case studies. In A. Baron & K. McNeal (Eds.), Case study methodology in higher education (pp. 1-19). Hershey, PA: IGI Global.
• Twale, D. J., & De Luca, B. M. (2008). Faculty incivility: The rise of the academic bully culture and what to do about it. San Francisco, CA: Jossey-Bass.
• van der Weijden, I., Belder, R., van Arensbergen, P., & van den Besselaar, P. (2015). How do young tenured professors benefit from a mentor? Effects on management, motivation and performance. Higher Education, 69, 275-287. doi:10.1007/s10734-014-9774-5
• Yow, V. R. (2015). Recording oral history: A guide for the humanities and social sciences (3rd ed.). Rowman & Littlefield.