graduate student involvement: socialization for the ... · (turner & thompson, 993). however,...

July/August 2007 ◆ vol 48 no 4 �

Graduate Student Involvement: Socialization for the Professional RoleSusan K. Gardner Benita J. Barnes

Undergraduate student involvement has been linked to retention and satisfaction (Astin, 1993; Tinto, 1993); however, no empirical research has yet been conducted on the outcomes of involvement at the graduate level. We interviewed 10 doctoral students in higher education in order to explore graduate student involvement, finding that it is not only markedly different from undergraduate involvement, but that it is an integral part of the socialization process for the future profession.

Involvement in thehigher education settinghasbeenstudiedextensively(e.g.,Astin,�984;Camp,�990;Hartnett,�965;Kuh,Schuh,&Whitt, �99�; Pascarella &Terenzini, �99�,2005).Althoughmuchhasbeenlearnedabouttheeffectsofandinfluencesuponinvolvementattheundergraduatelevel,noknownstudieshavefocusedontheeffectsofgraduatestudentinvolvementinthehighereducationsetting.Graduate student involvement, whether inlocal graduate student organizations or innationallyaffiliatedprofessionalassociations,holds many benefits for graduate students,including socialization to the academicprofession(Gardner,2005). Involvement was described by Astin(�977)as“thetimeandeffortexpendedbythestudentinactivitiesthatrelatedirectlytotheinstitution and its program” (p. 2�). Astin(�977)describedinvolvementasamultifacetedconcept,statingthatinvolvementcanencompassacademic,social,andpoliticaldimensions,

butthatgreaterinvolvementgenerallyleadstogreateracademicsuccess.Indeed,undergraduateinvolvement has been linked to multiplevariablesofacademicsuccessincludinghigherretentionrates,highersatisfactionrateswiththe educational experience, higher rates ofacademicperformanceandcognitivegrowth,and higher rates of development of careerrelatedcompetencies(e.g.,Astin,�977,�984,�993; Pascarella &Terenzini, �99�, 2005;Tinto,�993).Ingeneral,studiesandcommentary about involvement tend to encompasstimespentincocurricularactivities,suchasclubs,socialandhonoraryorganizations,andtimespentvolunteeringandparticipatingincommunity activities, but may also extendinvolvementtoincludeanyinteractionswithinthe campus community and the campussettingoverall. Thepurposeofthisstudyistoexploretheinfluences upon and benefits of graduatestudent involvement in local, national, andprofessionalassociationsandorganizations.Inparticular,weemployAstin’s(�984)conceptualizationofinvolvementforthisexploration.Webeginwithabriefbackgroundoninvolvementinhighereducationsettingsaswellasadiscussionoftheguidingconceptualframeworkforthestudy.Design,findings,andimplicationsforresearch,policy,andpracticethenfollow.

BackgroundOver �.5 million graduate students are currentlyenrolledinU.S.universities,including

Susan K. Gardner is Assistant Professor of Higher Education at Louisiana State University. Benita J. Barnes is

Assistant Professor of Higher Education at the University of Massachusetts–Amherst.

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studentspursuingbothmaster’sanddoctoraldegrees(Brown,2005).Graduateeducation,and doctoral education in particular, is anintegral part of higher education, providingnotonlythenextgenerationofscholarsbutalsothecreationandtransmissionofknowledgeto constituenciesboth inside andoutsideofacademia.However,doctoraleducationintheUnited States is also rife with issues andconcerns. High rates of student attrition,excessivetimetodegree,inadequatetrainingfor teaching and research, limited academicjobmarketinsomefields,andlackofattractiontopursuetheprofessorialcareerinotherfields,as well as funding difficulties, riddle thecommentaryandresearchondoctoraleducation today.These criticismshave spawned ahostofstudiesthatseektobetterunderstandthepurposes,processes,andoutcomesofthedoctoral education experience (Fagen &SuedkampWells,2004;Golde&Dore,200�;Lovitts, 200�; Nettles & Millett, 2006;Nyquist & Woodford, 2000); nevertheless,thereisstillmuchthatisnotknownaboutthedoctoraleducationexperience.Onemustonlylookto theextensive literatureonthemanyfacetsoftheundergraduateexperiencetoseethatcomparableresearchhasnotyetbeenconductedaboutgraduateschoolorthegraduatestudent experience. Although many studieshaveexaminedtheimpactofcertaininterventions and programmatic efforts on undergraduatepersistence,satisfaction,andcompletion,veryfewstudieshaveexaminedtheeffectsof similar interventions and efforts at thegraduateleveluponthesesameoutcomes. Forexample,extensiveresearchregardingundergraduateinvolvementhasbeenconductedinmultiplesettingsandwithmultiplepopulationstobetterunderstandthereasonsstudentsget involved, the benefits they achieve fromtheirinvolvement,andthelongtermoutcomesofinvolvementonthestudents’experienceandfuture.Involvementattheundergraduatelevel

hasbeenlinkedtopositiveoutcomessuchasincreasedlearningandpersonaldevelopment,academic achievement, retention, and satisfactionwiththeeducationalexperience(e.g.,Astin, �993; Camp, �990; Hartnett, �965;Kuh, 200�; Pascarella &Terenzini, �99�,2005).However,nosuchstudiesregardingthebenefits,correlates,andoutcomesofgraduatestudent involvement have been conducted,perhaps with the exception of one. In herinterviewswith40doctoralstudents,Gardner(2005) found that many of the studentsmentioned the benefits they gained fromparticipationindepartmentalgraduatestudentorganizations,translatingintoincreasedsocialinteractionwithpeersand facultymembers,peermentoringfrommoreadvancedgraduatestudents, and professional developmentopportunitiessuchasbrownbagseminarsonrelevant topics. It was clear from Gardner’sstudy that involvement played a role in thestudents’ socialization to their departmentsand their disciplines, but the scope of thisinvolvementanditsoutcomeswereunclear. Perhapsitisthenatureoftheeducationalexperiencethatexplainsaplethoraofresearchonundergraduatesandapaucityofresearchongraduatestudents.Thiscasecanbemadewhen one looks at the literature that existsabout student attrition. In other words,whereasundergraduateattritionstudiesfocuson the connections between the individualstudent and the larger institution (Tinto,�993), attrition at the doctoral level can bethoughtofmore as the connectionbetweenthe student and the student’s discipline anddepartment, rather than the institution as awhole(Berelson,�960;Golde,2005;Lovitts,200�;Nerad&Miller,�996;Tinto).Asstatedby Golde (2005), “The department, ratherthantheinstitutionasawhole,isthelocusofcontrol for doctoral education” (p. 67�).Therefore,theroleofthediscipline(localizedthroughtheacademicdepartment)iscentral

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tounderstandingnotonlytheissueofdoctoralattrition, but also to all of the doctoralexperienceingeneral.Thisistosaythatthegraduate experience is not monolithic; onecannotassumethatwhatadoctoralstudentinchemistry experiences is similar to that of adoctoral student in history or a doctoralstudentineducation.Again,anunderstandingofthedisciplineiscentraltotheunderstandingoftheexperienceindoctoraleducation. Academicdisciplineshavebecomeafocusofstudyintheirownright.Categorizedandcharacterized over time (e.g., Becher, �98�;Biglan,�973;B.R.Clark,�987),disciplineshave theirownparticularqualities, cultures,codes of conduct, values, and distinctiveintellectual tasks (Becher) that ultimatelyinfluencetheexperiencesofthefaculty,staff,andmostespeciallythestudentswithintheirwalls.BecherandTrowler(200�)highlightedthispoint:“Wemayappropriatelyconceiveofdisciplines as having recognizable identitiesand particular cultural attributes” (p. 44).Therefore,asoneseekstobetterunderstandanyfacetofthegraduatestudentexperience,such as involvement, one must look to oneparticulardisciplineorfieldofstudytobetterunderstand and isolate the phenomenon,understanding that thefieldof studyhas itsownculture,values,andattitudesthatinfluencethose working within it.The culture of adiscipline,asdescribedbyBecher,readilylendsitself to a discussion of organizational andprofessionalsocialization,theframeworkthatgroundsthisstudy.

Conceptual FrameworkSocializationisthechosenframeworkforthisstudyongraduatestudentinvolvement,asitis the process through which an individuallearns to adopt the values, skills, attitudes,norms,andknowledgeneededformembershipin a given society, group, or organization(Merton,�957;Tierney,�997;VanMaanen

&Schein,�979).Theconceptofsocializationasitrelatestounderstandinggraduateeducationand the student’s role in it,however, isbestunderstood through the lensoforganizationalsocialization.VanMaanenandScheindescribedorganizationalsocializationas“theprocess bywhich an individual acquires thesocialknowledgeandskillsnecessarytoassumeanorganizationalrole”(p.2��).Inthisway,the graduate student acquires the skills andknowledge necessary for entrance to andsuccessintheprofessionalmilieu. Thisconceptualizationoforganizationalsocializationispairedwiththeoriesofgraduatestudent socialization in order to betterunderstandtheroleandstructureofgraduatestudent involvement, in particular. Golde(�998) described the process of graduateschoolsocializationasone“inwhichanewcomerismadeamemberofacommunity—inthecaseofgraduatestudents,thecommunityof an academic department in a particulardiscipline” (p. 56). She continued, “Thesocializationofgraduatestudentsisanunusualdoublesocialization.Newstudentsaresimultaneously directly socialized into the role ofgraduate student and are given preparatorysocializationintograduatestudentlifeandthefuturecareer”(p.56).Inthisstudy,weexaminegraduatestudentinvolvementthroughthelensof organizational socialization based on theassumptionthatgraduatestudents’involvementinorganizationsandassociationsallowsthemtoengagewiththeirpeersandfacultyinwaysthat contribute to their socialization to thenorms of graduate school. Furthermore, involvementatthenationallevelconcomitantlyfacilitatesengagementwithotherprofessionalsin the field, thereby contributing to thestudents’ socialization to larger professionalnormsbeyondthescopeoftheirdepartmentorinstitution. Tinto(�993),althoughknownprimarilyfor his work on undergraduate student


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persistence,alsodevelopedaworkingtheoryofdoctoralpersistence,whichfollowscloselytoexistingmodelsofgraduatestudentsocialization. His theory is clearly linked withsocialization,implyingthatsuccessfulsocializationresultsinpersistenceonthepartofthegraduate student.Tinto’s theoryof graduatepersistence includes three stages.The firststage,Transition,typicallycoversthefirstyearof study. During this stage the “individualseekstoestablishmembershipintheacademicand social communities of the university”(p.235).This stage is shaped by social andacademicinteractions,especiallythoseinteractions within the graduate department.Persistence at this stage is marked by thestudentmakingapersonalcommitmenttothegoalofcompletion,whichdependsuponthedesirabilityofmembershipandthelikelycostsand benefits of further involvement.Thesecondstage,Candidacy,“entailstheacquisitionofknowledgeand thedevelopmentof competencies deemed necessary for doctoralresearch”(p.236).Thisstagedependsgreatlyupon the successof the individual’s abilitiesand skills as well as the interactions withfaculty.Thefinalstage,Doctoral Completion,“coversthatperiodoftimefromthegainingof candidacy, through the completion of adoctoral research proposal, to the successfulcompletionoftheresearchprojectanddefenseofthedissertation”(p.237).Atthisstage,thenature of the interaction with faculty shiftsfrominteractingwithmanyfacultytointeractingwithfew;asinthecaseofthedissertationadvisor.Tintoasserted,“Thecharacterofthecandidate’scommitmentstothosecommunities,such as families and work, and the supporttheyprovideforcontinuedstudymayspellthedifferencebetweensuccessandfailureatthisstage”(p.237). Tinto(�993)therebymakestheconnectionbetween involvementwithpeersand facultyto that of socialization and persistence.

Socializationis integral tothesuccessofthedoctoralstudentinhisorherdegreeattainment(Turner &Thompson, �993). However, aspreviously stated, socialization in graduateeducationisnotamonolithicexperienceanddependsgreatlyonthecultureandcontextinwhichthestudentissituated.Wediscussthecontexts of discipline in the next section aswell as the methods used to conduct thestudy.

MethodS

Inordertobetterunderstandinvolvementatthe level of graduate school as well as thestudents’motivationtobecomeinvolved,thebenefitstheygainedfromtheirinvolvement,andtheprocessesinherentintheinvolvementexperience,�0doctoral students in thefieldofhighereducationadministrationfromfiveinstitutions were interviewed. We chose tointerview students studying in the field ofhighereducationinordertobetterunderstandthe influence of discipline or field of studyuponthephenomenonofinvolvementatthegraduatelevel.Thefieldofhighereducation,inparticular,wasofinterestasitoftenfocuseson the importance of involvement in theeducationalexperiencethroughtheinclusionof studies like that of Astin (�984) in thecurriculum.Inaddition,duetothedearthofresearch and information on the topic ofgraduate student involvement, we utilized aqualitativeapproachtothestudyasitallowedfor the identification of unanticipated phenomena and influences cu:(Maxwell, �996)andfacilitatedabetterunderstandinginwhatwas largely an exploratory study (Creswell,2003).Thisqualitativeapproachtothestudywasalsoindicativeoftheepistemologicalandtheoreticalperspectivesinherentinourdesign.For this study, we rested solidly upon aconstructivist view of reality, wherein “allknowledge,andthereforeallmeaningfulreality



assuch,iscontingentuponhumanpractices,being constructed in and out of interactionbetweenhumanbeingsandtheirworld,anddevelopedandtransmittedwithinanessentiallysocialcontext”(Crotty,�998,p.42).Inthisway,webelievethatourparticipantswereableto express their own knowledge and understanding of their experiences in graduateschoolaswellastheirconnectiontothelargersocialconstructionsofgraduateeducationandhighereducationingeneral. The�0graduate studentparticipants inthe study were drawn from several sources.Initially,thestudentswereidentifiedthroughcontactwithgraduatestudentrepresentativesfromseveralnationalprofessionalassociations,andthenusingasnowballsamplingtechnique(Bogdan&Biklen,2003)moreparticipantswerechosenbasedupontherecommendationofcolleaguesinthefieldofhighereducation.Participantswereinitiallycontactedviaemailto ask for their participation and then wereinterviewed in person or over the phone,depending on the distance from our owncampuses.Wewerepurposefulinourselectionofparticipants inordertohavenearlyequal

genderandracialrepresentation,resultinginfivewomen,fivemen,fourCaucasianstudents,and six studentsof color fromfive separate,researchextensiveinstitutionsthroughouttheUnited States. Students also representeddiverse professional aspirations, with five ofthe students aiming to enter the academicprofession and the other five planning tobecome administrators upon completion ofthedegreeprogram.Further,withtheuseofpurposeful selectionofparticipants inordertohearthevoicesofstudentswithindifferentyears of the degree program so as to betterunderstand how involvement changes anddevelops throughout the graduate studentexperience,halfoftheparticipantswereinthecourseworkphaseof theirprogramsandtheother half had ABD status or were nearingcompletion. Although the majority of thestudentsinterviewedwerefulltimestudents,twoofthestudentswerepursuingtheirstudiesparttimewhiletheymaintainedprofessionalpositions on their respective campuses (seeTable�formoredetailedinformationoneachparticipant). We were also purposeful inchoosingtostudygraduatestudentsinhigher

taBle 1.

Participant Information

Phase in Professional Full or Pseudonym Program Age Sex Race Aspiration Part Time

ellie Graduated 28 F Caucasian Faculty Ft

leslie Graduated 32 F african american Faculty Ft

James dissertation 44 M Caucasian administration Pt

Paul Coursework 27 M african american administration Ft

anne dissertation 35 F Caucasian Faculty Ft

Sara dissertation 31 F Caucasian Faculty Ft

Conrad dissertation 26 M african american administration Ft

Beth Coursework 33 F african american administration Ft

daniel dissertation 31 M african american administration Pt

Michael Coursework 25 M african american Faculty Ft


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education in this study in order to bestunderstandthephenomenonofinvolvementinoneparticularcontext.Asstatedpreviously,disciplinary culture and context is the truecenter and basis for the graduate studentexperience(Golde,2005). Interviewswiththe�0doctoralstudentswere conducted using a structured protocol(see Appendix) that addressed the types ofinvolvementthestudenthadexperienced,theinfluences for becoming involved, and theinfluence of this involvement upon thestudent’scoursework,futurecareeraspirations,andprofessionaldevelopment.Inthisway,theprotocol was tied directly to the conceptualframeworkofsocializationasitexaminedboththegraduate studentenvironmentaswellasthe professional environment to which thestudent aspired. Although the protocol wasstructured,weallowedforgreatflexibilityintheparticipants’responses,whichfacilitatedabetterunderstandingof thephenomenonofgraduatestudentinvolvementinthestudyofhighereducation. Eachstudentwasinterviewedonceforthestudy, resulting in interviews that wereapproximately60to90minutesinlength.Allinterviewsweretranscribedverbatimandanalyzedaccording to theconstantcomparativemethod, “a research design for multidatasources,whichislikeanalyticinductioninthatthe formalanalysisbeginsearly inthestudyand is nearly completed by the end of datacollection”(Bogdan&Biklen,2003,p.66).Thestepsoftheconstantcomparativemethod,accordingtoGlaser(�978)include:(a)begincollectingdata;(b)findkeyissues,events,oractivities in the data that become maincategories for focus; (c) collect data thatprovide many incidents of the categories offocus;(d)writeaboutthecategoriesexplored,keepinginmindpastincidentswhilesearchingfornew;(d)workwiththedataandemergingmodeltodiscoverrelationships;and(e)sample,

code, and write with the core categories inmind.Thestepsoftheconstantcomparativemethod occur simultaneously during datacollection until categories are saturated andwriting begins.This study utilized Glaser’ssteps in data analysis, which allowed foremergentthemestodevelopfromthedataandprovidedameansbywhichlargeamountsofdatawerecompressed intomeaningfulunitsforanalysis. Finally,itisimportanttonotethelimitationsof thestudy.Althoughtrustworthinessofthedatacollectedanditssubsequentanalysiswereobtainedthroughtheongoingdiscussionsandcomparisonsofdatabythetworesearchersin the study, the inclusion of only onedisciplinary field for the study limited anoverall understanding of graduate studentinvolvement. Furthermore, although thepurposefulinclusionofadiversedemographicpopulationinregardtoenrollmentstatus,race,andgendercouldbeseenasstrengtheningthestudy, the more nuanced understandings ofhowtheseindividualdemographiccharacteristicsintersectedwithinvolvementmayhavebeenlost.Finally,ourroleasresearchersinthisstudymustalsobeacknowledged.Aswehadboth recently graduated from programs inhighereducationatthetimeofthestudy,ourown involvement experiences may haveinfluencedourunderstandingof theparticipants’ experiences. Again, through lengthydiscussions about the data collection, ourassumptionsaboutthestudy,andourindividualbiases,amoretrustworthyanalysisemerged.This analysis is presented in the followingsection,lendingtoabetterunderstandingoftheinfluencesuponandbenefitsfromgraduatestudent involvement in the field of highereducation.

FIndInGSFromtheanalysisoftheinterviewsconducted,four themes emerged regarding the higher



education graduate students’ involvement.These four themes, each discussed brieflybelow, include (a) qualities of graduateinvolvement,(b)continuumofinvolvement,(c)influencesuponinvolvement,and(d)outcomesofinvolvement.Thefindingsarethenfollowed by a discussion as well as theimplications of these findings for research,policy,andpractice.

Qualities of Graduate Student InvolvementAswespokewitheachofthestudentsitwasclearthatthestudentsqualifiedtheirgraduatestudent involvement as being somethingaltogether different from other types ofinvolvement in their previous educationalexperiences. For example, one finding thatemergedfromtheparticipants’experiencesisthatgraduatestudentinvolvementisentirelydifferentfromundergraduateinvolvement.Alloftheparticipants,withtheexceptionofone,wereinvolvedintheirundergraduateexperienceandtalkedaboutthedifferencesbetweenthetwo types of involvement; however, evenJames, the studentwhowasnot involved inhis undergraduate experience due to hisfamilial commitments, commented on thedifferenceofinvolvementingraduateschool,saying,“It’sjustmoreimportantnow.Imeanas an undergrad, there are probably not asmany opportunities. I didn’t see the link asclearlyasIdonow.Ijustseetheconnectionformenow—itmakessense—whereasbefore,Ijustdidn’t.”Anotherstudent,Ellie,remarked,“I think the biggest difference [betweenundergraduate andgraduate involvement] isthatIhaveagoalnow,IhavesomethingthatI’mtryingtoachieve.Inundergraduatetherewasn’tthatkindofgoal;therewasn’tthatkindofconnection.”Danielequallyforwarded,“IngraduateschoolIfeelthatmyselectionswerea lot more deliberate. My decision to getinvolved [was] well thought through and

planned.”Allofthestudents,likeEllie,alsodiscussedthesocialaspectsofundergraduateinvolvementbeingmoreimportanttothematthattimethaningraduateschool.Annesaid,“Myundergradinvolvementwasaboutasenseofbelonging,asenseofcommunity,beingpartofagroup.”Thisisnottosay,however,thatthe students do not gain social connectionsfromtheirgraduatelevelinvolvement,whichAnnefurtherdemonstratedinhercomment,“With the graduate [involvement], I wouldhavetosaythere’sapartofthatbecausewhenI moved here I didn’t know anybody andwantingtomeetpeopleandbeapartoftheuniversity.” Whatalsocameupoverandoveragainwasthephrase“professionaldevelopment”inthestudents’discussionsabouttheirinvolvement. Making a clear connection to thetheoretical framework of socialization, theconceptofprofessionaldevelopmentisoftenused interchangeably in the literature onprofessional socializationas the socializationexperienced by the graduate student thatprepares him or her both for the academicworldanditsexpectationswhilealsopreparingthemfortheprofessionalroleanditsassociatedvaluesandculture(Golde,�998).LikeJames’scommentearlier,thestudentsdescribedaclearlink between their involvement and theirfutureprofessionalgoals,andSararemarkedsimilarly:

I look at [graduate involvement] asprofessionaldevelopmentasopposedto,youknow,inundergraditdidn’tfeelthatway;itwasalmostmoreofasocialtypeinteraction.Ilookatthisasalogicalpartofbeingaprofessionalinthediscipline.

Paul also remarked similarly, “Undergrad, Iguess,Ididn’tseeasprofessionaldevelopment.IguessIseemoreoftheprofessionalorganizationsasbeingmoreprofessionaldevelopmentaffiliations.”


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Graduateinvolvementwasalsodescribedbytheparticipantsasencompassingadifferentlevel of commitment and having differentcharacteristicsaltogether.Conradcommentedatlengthonthedifferencesinvolved:

In college, we just always did our ownthing.Therewasarightwaytodothingsandaslongaseveryonedidtheirindividualjobs,whichwerenot taxing—theywerenotveryrigorous—thenyouwerefineandyouwouldgetyourpicture in theyearbook.GraduateschoolinvolvementIfindtobea littlemorerigorousbutwithoutsomuchoftheprotocol,withoutsomuchof the right way–wrong way. Graduatestudentinvolvementisveryadult;it’sveryindependent andpeople are just free toengage in ideasand tokindofdowhatyouwanttodo.It’snotasstringentasIfoundcollegeorganizationstobe.

Connectingtheseconcepts,thestudentsalsofoundthequalitiesofinvolvementtobequite distinct depending on the type ofinvolvement. We asked the students abouttheirlocalinvolvementinstudentandcampusorganizationsaswellastheirinvolvementinprofessionalassociationsinordertounderstandthemultipledimensionsofinvolvementaswellasthedifferenttypesofinvolvementopentograduate students. Leslie talked about thedifferences between these two kinds ofinvolvement when she said, “I think theinvolvementatthenationallevelisfrommoreofamentoringtypeinvolvementwhere,yes,Iformfriendships,whereasitwasmoreofafriendshiptypeexperiencewhenIwaslocal.”Inthisway,thestudentsfoundtheirinvolvementatthelocalorinstitutionlevelasawayforthemtomeettheirpeersandconnectwithotherswithwhomtheyhadthingsincommonor, in Ellie’s case, to make change on thecampus.Shesaid,“Partofthereason[formyinvolvementinlocalorganizations]wastotryto create change and make a difference

somewhere.”Pauldifferentiatedbetweenthetwotypesoforganizationsfurther:

AnyinvolvementIhavewiththeprofessionalstudentorganizationsaregoingtobeforthebenefittothefieldorabenefitto my own personal accomplishments,whereIseethestudentbasedorganizationsbeingmoreasaidinginthedevelopmentofstudentsonthecampusasawhole.

And,forAnne,partofherlocalinvolvementhad to do with leaving her own legacy andmarkupontheinstitutionfromwhichshewillgraduate:

Thelocalinvolvementwasreallytomakeadifference,youknow.WhenIleavethisschoolI’llknowthatIwasn’tjustastudenthere,IwaspartofthisorganizationandI made an impact and that’s really importanttome.

Anne commented thusly abouthernationalinvolvement: “The national stuff is really,when it comes right down to it, about thecareer, although I really think it’s importanttoserveandweshouldgiveback—weneedtoservethepeoplewhoserveus,”Howstudentsdecidetobeinvolvedinonetypeoforganizationoveranotherandwhentheydecidetomakethisdifferentiation,however,willbediscussedinthefollowingsection.

Continuum of InvolvementJust as the studentsmentioned the vast differencebetweenundergraduateandgraduateschoolinvolvement,theyalsofrequentlymademention of the differences among types ofinvolvement. In other words, the studentsdescribed a continuum of involvement inprofessional associations wherein one mightbe“justpayingdues”or“justgettingjournals”to someone who attends and presents atnational conferences. At the local level, thiscontinuummaystretchfrom“justattendingmeetings”to“organizinganewgroup”oreven



“servingasthepresidentoftheorganization.”Interestingly, however, the continuum ofinvolvement also spanned from the local tonationallevel,whereinmanystudentsbeganto “phase out” their involvement in localorganizations as theybecamemore involvedinnationalorganizations, and consequently,morefocusedontheircareers.Again,wecouldsee the clear connection the students maderegardingtheirneedtobeinvolvedatthenationallevelfortheirprofessionaldevelopmentastheybecomemoresocializedintheirprogramsandthecareertowhichtheyaspire. Ellie talked about phasing out her localinvolvementasshebecamemoreinvolvedinherdissertationandtheacademicjobsearch,andsaid,

I started to write my dissertation and Icouldn’t really deal with it. I’ve pulledawayprimarilygivenmytimeconstraints—itreallychangedovertime.Itmaybethatmylocalinvolvementhasdecreasedasmynationalinvolvementhasincreased.

Leslieremarkedsimilarly,

I did get involved with the graduateassociation primarily the first two yearsand after that I really did focus on mywork.Ithinkitwasprobablyatthatpointthat I also got involved in nationalorganizations—focusingonthetrajectorythatwouldgetmethatfacultyjob.

Danielalsocommentedabouthismovefrommore general involvement to more specific,interestareainvolvement,saying,“Myinvolvementissortofshifting.” In regard to theirnational involvement,however, the students discussed also thecontinuumofinvolvementthatoccursastheybecome initially involved in their graduateprogramstomoresignificantinvolvementastheyprogress.Beth,justbeginninghernationalinvolvement but involved primarily locally,commented, “The national ones I’m not as

involvedwith—yougototheconference,that’sprettymuchit,”andJamesdescribedhimselfmostly“asanobserver”atthenationallevel.Hesaid,“I’vemadeonepresentationandIdida roundtable, but other than that it’s beenattendingsessions,talkingwiththeresearchers,talking with colleagues.” Many of the moreadvanced students reflectedbackupon theirgradualinvolvement,suchasEllie:“ThefirstyearIwenttoASHEandAERAitwasmostlygettingmyfeetwet,sortofnavigatingit,andfiguringoutwhat this is all about.”Conradalsotalkedabouthisinvolvementas

gradual,meaningthatIwenttokindofobservewhattheenvironmentswerelike,whatIwassupposedtobegettingoutofthe conferences and to observe presentations and what would be expected ofmeand the next year I did some andwaschair and gradually worked up towhere I wanted to be and I did twopresentations.

Sara, now at the end of her program, alsoreflecteduponhergradualincreaseofinvolvementatthenationallevel,saying,“I’vekindof slowly come to get more involved in theorganizations. Ihave a researchagendanowand I’m looking for jobs. Now I’ve kind ofgotten to the point where I’m getting moreinvolved.” She hopes her involvement as afacultymemberwillcontinue:“Ifeellikethecommittee work and all that kind of stuffwouldjustbeupcomingstepsforme.” Thisgradualinvolvementalsoreflectsthesocializationaspectofthestudents’experiencesas they learned by first observing throughattendance and then through gradual andincreased participation as confidence wasgained and their understanding of the conferencesandtheirnormsincreased.Formanyofthestudents,theirinvolvementinASHE,in particular, was spurred by their initialinvolvement in the annual graduate studentpublic policy seminar, as for instance with

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Leslie,whowas asked to run for agraduatestudent representativepositionasa resultofher involvement, and for James, who hasgainedprofessionalconnectionsandcollaborations as a result of his involvement in theseminar.Indeed,allofthestudentswhohadattended the ASHE policy seminar talkedaboutitsimpactupontheirinvolvementanditsinfluenceupontheirincreasedinvolvement,inparticular. Finally, it was interesting to note thedifferencesthestudentsdiscussedinregardtotheirinvolvementindifferenttypesofnationalassociations.They felt that different conferences demanded different characteristics ofthemselvesandthenatureoftheirinvolvementinthem.Ellie,whoinitiallybeganacareerinstudentaffairs,said,“I’dgonetoNASPAafewyearsprior, soIhadsomesenseofwhattheconferenceworldwaslike,butgoingtoamoreresearchoriented conference was different.”Ellietalkedaboutthedifferencesinthemoreresearchoracademicallyorientedconferences,saying,“Idon’tknowwhatitwillbelikewhenI’mfaculty,butforgraduatestudentsIfounditveryuninviting.AERAishugeandhardtonavigate andASHEcanbe, youknow,verycliquish.”These larger conferences, in fact,influencedhertoseekoutconnectionsthroughinvolvementinherspecializationarea,whereshefeltmorewelcomedandmorecomfortablein general. Students in the earlier phases oftheir programs also discussed their initialimpressionsof these large, academic conferences. Paul laughingly remarked, “A lot oftimesitappearstomeatprofessionalconferencesthatit’salmostlikecattledriving.Thereareafewpeople,afewscholars,thatpeopleherdto...Idon’tlikethat.”Studentsinthestudy, however, also discussed finding their“professional homes” at many of these conferences,likeAnne,whosaid,

IdidgototheNASPAconferenceandI

justdon’tmeshwiththemaswellasAERAandASHE,whichkindofmademerealizethatmaybeIammoreofafacultypersonand lessof a studentaffairspractitionerperson.Justgoingtotheconferences,youknow,justgettingthevibeorwhatever.Ifelt like ASHE was more in line withme—mecoming to termswithmyacademicself,Ithink.

Again, theseprofessional associations clearlyserveassocializingoutletsforthestudentsastheylearntoseekouttheculturesthatreflecttheirownvaluesandthosetowhichtheyaspireinafuturecareer.

Influences upon Involvement

Each of the participants also discussed howandwhy theybecame involvedduring theirgraduateschoolexperience.Formanyofthestudents,theirinvolvementwaspromptedbypeerswhoweremoreadvancedinthedegreeprogramand,ofcourse,byfaculty.Onestudentdescribedhowherprofessordistributedthe graduate student application forms forAERA in class and told the students theimportance of joining. For many of thestudents, however, they were unable torememberiftherewaseveranexplicitdirectivegiventothemtobecomeinvolved,buttheirrecollectioninvolved“seeingthatthecollegevirtually shut down” and wondering whereeveryonewent.Inthisway,encouragementtobecomeinvolvedwasbothexplicitandimplicitthrough interactionwith the students’peersand faculty members, and therefore, theconnection between socialization and thestudents’ involvement was also explicit andimplicit as at times they were told to join,whereasatothertimestheymerelyobservedothers’absence. Some institutions, however, are veryexplicitintheirdirectivestostudentsregardingprofessional association involvement.Thoseprograms thatprepare their students for the

July/August 2007 ◆ vol 48 no 4 ��


professorate,inparticular,wereoftencitedasgivingtheirstudentsdirectencouragementtobecome involved. For example, Ellie andLeslie, who attended different institutions,describedthispushforinvolvement.Elliesaid,“Theyverymuchtrackusinthatdirection,”andLeslieremarked,“Theykindofgroomedmefora faculty jobandthekindofopportunities that I got and the people I workedwithgavemethatkindofmentoring.”Indeed,allofthestudentsplanningtobecomefacultymembersdiscussedhowimportanttheirprofessionalinvolvementwastotheircareerobjectives. Anne commented, “I am involved inAERAmainlybecauseIknowhowimportantthatassociationisforgradstudentswhoareinterestedintheacademicsideofthehouse.” Asmentionedbefore,agreatdealofthestudents’encouragementtobecomeinvolvedcame from their faculty mentors in theirprograms,suchaswithBeth,whosaid,“Theprofessors told me about the professionalorganizations—theyactually just toldme tojoin them.”Formanyof theparticipants, itwasthefactthattheiradvisororchairwasinvolvedthatinfluencedtheirowninvolvement,as with Ellie, whose former advisor holds aprominentpositioninaprofessionalassociation:“She’salwaysaskingmetodosomething,”shesaid.Saraalsocommentedonheradvisor’sinvolvement and its influence on her owninvolvement: “I sometimes wonder if [myadvisor]hadn’tbeensoinvolvedinASHEhowIwouldhavegottenintoit.” Finally,inregardtotheirencouragementto become involved at the doctoral level,several studentsdiscussed the importanceoftheirmaster’sprogram.Michael,whoattendeda master’s program directed by a renownedgroupofscholars,commentedonthisinfluenceatlength:

[Myinvolvement]wasmainlyduetotheencouragement from the faculty at [my

master’s institution]. Every single classthatIhad,thefacultymadeitapointafterthe conference to debrief how the conferencewas,importantsessionswewentto,whatwe likedabout theconference,what we didn’t like, and things of thatnature.InthatsenseIfeltlikeitwasreallyencouragedandfacultyprovidedtimeandspacetohearourexperiencessothattheycouldcontinuetomentorusinawaythatwasbeneficialtoourdevelopment.

Inadditiontofacultyinfluence,itwasalsoclearthatthestudents’peershadaninfluenceupon their decision to become involved.Althoughitshouldnotbesurprisingtolearnthatpeershavea substantial influenceupononeanother,thebulkoftheliteratureaboutgraduateeducationspeaksmoretotheinfluenceof faculty involvementuponstudentsuccessandoutcomes.Manyof the students in thisstudy discussed how their peers influencedtheirdecisiontobecomeinvolved,likePaul,who said, “Other students prompted myinvolvement.Ireallydidn’tknowmuchaboutit.Facultymembersmighthavementioneditinclass,butitwasn’treallylike,‘Youshouldjointhisandthisiswhy,’itwasmostlyfrompeers.”Conradwasalsoinfluencedbypeers.Hesaid,“Itwasactuallya studentwhohadsince completed the program for highereducation and he suggested [attending theconference]tomebeforeIwasactuallyintheprogram.”Inparticular,itwasinterestingtoseehowmanyofthestudentsofcolordiscussedtheirpeers’ influenceupon theirdecision tobecomeinvolved.Paultoldusabouthispeers’encouragementtoseekoutamentoratASHE,afacultymemberofcolor,“someonewhoisdedicatedtohelpingme,”hesaid. Studentsalsodiscussedatlengthhowtobecomeinvolved,againstressingthedifferencesbetween undergraduate and graduate levelinvolvement. Many of the most involvedstudents,suchasthoseholdingpositionson


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governingboardsoftheirassociations,talkedabouthowimportantitwasforstudents“tobeoutthere”intermsoftheirprofessionalandacademic involvement to influence greaterinvolvementopportunities.Lesliecommenteduponthisissueatlength:

Moststudentsdon’trealizethatyoucan’tsend an email asking to get involved. Ithinkparticularlyinanationalorganizationyou startwith your academicwork andoncepeoplegetatasteofwhatyoucandoacademicallythenthatleadstobetterandmoreextensiveopportunities togetinvolvedinanonacademicfashion.

Elliealsoremarked,“EverysinglepersonthatI run into that ever asked a question abouthow to get involved, I tell them, well, youreally need to be out there and challengeyourself to meet new people and it’s hard.”Even students without these positions, likePaul,who is still in thebeginningphasesofhisprogramandhisinvolvement,commented,“I think the only way I see getting moreinvolvedatthenationallevelisgettingontheirboards,gettingonthecommittee,andmakingsome suggestions and being instrumentalthere—I really don’t see it coming throughpresentations.” Although discussed at morelength in our conclusions, these commentshave clear implications for the socializationprocess in individual programs and theresulting influence this socialization processhasuponstudents’involvement.

outcomes of InvolvementTheoutcomes,purposes,andbenefitsofthestudents’ involvement in their organizationsandprofessionalassociationsweretheaspectsmostdiscussedinthestudy.Theoutcomesofinvolvement can be divided into three subthemes: (a) networking, (b) connecting theclassroomtothecommunity,and(c)professionaldevelopment.Wediscusseachofthesesubthemesinturn.

Networking.Thestudentsalldiscussedthegreat influence that involvement had upontheirabilitytonetworkaswellasexpandingcurrentlyexistingnetworksofinfluence.Thesenetworkingskillstieddirectlytotheirpotentialjobsearchesbutalsoallowedthemtofind,asJames stated, “collaborative opportunitiesdowntheroadwiththesefolks.”Thequotesfromthestudentsregardingtheirnetworkingare so extensive thatwe includehereonly afewofthemostrevealingquotesonthistopic.For example,Ellie said, “I’ve found it tobeveryvaluabletobeinvolvedinordertomeetpeople and find likeminded people thatmaybeyou’llcollaboratewith.”ToEllie,thiskindofnetworkingwasalmostmoreimportantthanthenetworkingsheknewwasaninherentpartofthejobsearchprocess.Lesliesawthevalueinnetworkinginrelationtovalidatingherresearch:“AtthenationallevelIthinkitwasveryimportantwhenIwasabletogetontheprogramandgetinvolvedbecausepeoplewhoquote–unquotematteredwerewillingtolook at my work and talk to me about it.”Jamesequallycommented,“Ithinkthesocialnetwork I’ve created by attending theseconferences—Ican’tevenputapriceonit.It’savery,very important thing toget toknowpeople at other institutions and we talkthroughout the year.” Michael, in the samevein,remarked,

Itisachancetodevelopasupportnetworkwithotherstudentsoutsidetheprogramsothatwecangetnewideas...besides,peoplearemoreinclinedtogiveyouaninterviewwhentheyknowwhoyouare;whentheycanputafacewithaname.

Severalofthestudentsalsodiscussedhowimportant the networking aspect of theirinvolvementwastotheirjobsearch,especiallyinregardtonamerecognition.Anneremarked,“Thenationalassociationstuffhasconnectedme—whenyougotoanonameuniversity,ifI just started applying to jobs now without

July/August 2007 ◆ vol 48 no 4 �3


that involvement, you know, I probablywouldn’t even get looked at, so that reallyhelps.”ForAnne,thefactthatherinstitutionis not recognized as being prestigious wassomething she felt held her back in certainways,butthroughherprofessionalassociationinvolvement,shewasabletoovercomethelackofrecognitionherinstitutionheldandtranslate her experiences to recognition by thescholarly community. Conrad echoed thiscomment when he said, “It was a goodopportunityformetoputmyworkoutthereandtomeetcolleaguesinthefield,thosewhoare ahead of me a generation—it’s just asimportant for me to know my scholarlycommunity.” Connecting the Classroom to the Community. The students we interviewed felt it wasimportant that they represented their institutionat theconferences theyattended,butformanyofthem,itwastheabilityforthemtoseetheclearconnectionsbetweenwhattheywerelearningaboutattheirinstitutionsandthelargeracademiccommunitythatwasalsoimportant.Indeed,formanyofthestudents,howtheyview thefieldofhighereducationwasinextricablyconnectedtotheirprofessionalinvolvement.Forexample,Saracommented,“Ithink[myinvolvement]hasbeenessential.HowIfeelabouthighereducationasafieldistiedtomyexperiencewithASHE.Youknow,Idon’tknowthatIcouldseparatethetwo.”Conrad,likehispreviouscommentillustrated,alsofelttheimportanceofconnectingtoothersinhisscholarlycommunity:

It’s an opportunity for you to put yourworkoutthereinanevenmoreintentionalwaybecausetheorganizationisgroupingyouwithotherswhohaverelatedresearchandsobecauseofthat,andbecausepeopleareinterestedinallofthepapers,thereisthe potential there to have some reallyengagingconversations.

Daniel, similarly, discussed the connection

between involvement and his outlook onresearch:

MyinvolvementinASHEhasreally,reallyinfluenced the way that I go about myworknow.AtASHEIthinkIlearnedthemeaningofresearch.Itisonethingtotalkaboutresearchinclass,butitisanotherthingtogotoaconferenceandhearhowpeopletalkaboutandengagewithit.

Bethwasalsoabletoseehowhercourseworkis connected toher involvement: “With theclasses I’ve taken and the things I’mgettinginvolvedwithall just tie together.You learnaboutitinclassandthenI’mactuallyabletoapply it with my affiliations.” And, as Elliesummarized for allof the students: “I think[myinvolvement]helpswitheveryaspectofmyeducationandbeyond.” Professional Development. Finally, thephrase “professional development” came upover and over again in our interviews withthesestudents.Theysawtheirgraduatestudentinvolvement as direct preparation for theirfuture careers, providing them with skills,connections, and better understandings ofwhat is expected of them in these chosencareers.Asstatedearlier,onestudentsaid,“Iseeprofessionalorganizationsasprofessionaldevelopment.”Therefore,thestudentsthemselveswereexplicitlydescribingtheprofessionalsocialization that occurred as part of theirinvolvement,seeingitnotonlyasimportantbutalsoasnecessaryfortheirfuturesuccessintheir careers.The students felt that theirinvolvement directly contributed to a set ofskillsthattranslatedtotheircurrentorfuturecareers,suchaspresentingandwriting.James,already working in his administrative role,remarked,

IthinkanytimeIputmyselfinasituationwhere I’m listening to researchprojects,learningaboutotherpeople’sscholarship,hearinghowpeopleusevariousmethods,how they go about getting funding, or


Gardner&Barnes

howtheygoaboutgettingarticlespublished—all thathelpsme as an administrator because I can then pass thatinformationalongtootherpeople.

Ellietalkedabouthowattendingconferenceshelpedherdevelopherskillsinpresentingandwritingandsaid,“Doingthingslikepresenting,forexample,forcesyoutowriteapaperyoucanpublish.” Beyondtalkingaboutaskillset,however,the students also talked about how theirinvolvementwouldcontributetotheirprofessional futures, like Ellie, who commented,“Theonethingthatitreallyhashelpedismyvita.Ihave25presentationsonmyvitaandIthinkthat’shelped—Imean,atleastitshowsthatI’mproductiveandthatI’mgoingtobeproductive.”AnneandSaraalsotalkedabouthowtheirinvolvementhashelpedthemlearnmoreaboutthefield,helpingto“contextualize”highereducation.Annecommented,

It really does help me contextualize thestudyofleadershipandorganizationsinhigheredinabetterwaythanifIwasn’tinvolvedinthem.Italsohelpsmepolitically, you know, it helps me to start tofigureoutthepoliticalrealm.

Conradtalkedalsoofthebenefitsofinvolvement to his professional development as anadditiontohiscurriculum:

I would feel like my education in thedegree program was not as holistic if Iwerenotinvolvedinsomeofthescholarlyorganizations. I would feel like mydegree—eventhoughIwouldhavegonethroughthedissertationprocess—wouldfeelsomewhatshallow.I’vebeenabletobringthoseexperiencesfrommyinvolvementintoclassandimpactotherstudentsandthat’ssomethingIvalue.

IMPlICatIonS

From the analysis of thefindings, it is clearthat many benefits result from graduate

studentinvolvementinbothlocalandnationalassociations and organizations. Involvementingraduateschoolvariesgreatlyfromundergraduate involvement as much as it variesgreatlyfromthosewhoarejustbeginningtheirprograms to those who are preparing tograduate.Regardlessofthetypeandscopeofinvolvement,however,alloftheparticipantsrecognizedtheimportanceofinvolvementtotheir professional goals and success in theirfuture careers.The students clearly saw thesocializingdynamicthatinvolvementprovidesthemandarepurposefulinstructuringtheirinvolvement to further develop skills andopportunities that will be needed in theirchosenfutureprofessions.Wediscusshere,inconclusion,thefindingsandtheirimplicationsforpolicy,practice,andfurtherresearch. Fromthestudentsweinterviewed,thereis no doubt as to the many benefits gainedfrombothlocalandnationalinvolvementforgraduatestudents.Thestudentsalldiscussedthedifferencesbetweenundergraduateinvolvementandgraduateinvolvementaswellasthedifferencesbetweenlocalandnationalinvolvement.Althoughgraduatestudentinvolvementis, in the students’ words, more directed,purposeful,andindependent,itisnotnecessarilya foregoneconclusionforall students.Severalofthemoreinvolvedstudents,infact,expressedconcernregardingstudentswhowerenotyetinvolvedandhowintegralthisinvolvementwastothejobsearchandfuturesuccessin the field. The students discussed theencouragementtheyreceivedfromtheirfacultymembersandtheirpeerstobecomeinvolved,but it is noteworthy that not all studentsdiscussed having both peers and facultyprovidethisencouragement.This,inourview,demonstratestheinconsistencyinvolvedinthesocialization experience at different institutions.Forexample,oneinstitutionmayhavehighly involved faculty members, therebypromptingtheirstudentstobecomeinvolved



due to their direct influence or indirectlythrough observation, whereas there may beanotherinstitutionthatdoesnothaveinvolvedfacultymembersorinvolvedstudents,leadingtoalackofinvolvementingeneral.Inaddition,althoughsomestudentsintheirmaster’sprograms receive directed socialization tobecomeinvolvedearlyintheircareers,notallstudentshavethisopportunity.Thisdisparityhasbeendiscussedintheliteratureasasortof“Matthew”effect,andcanhaveadetrimentaleffectonstudents’futuresuccessintheirjobsearchandeventhroughouttheirfuturecareer.AMattheweffect,asdefinedbyS.M.ClarkandCorcoran(�986),isbasicallyconceptualizedas “a case of the rich getting richer and thepoorgettingpoorerastimegoeson”(p.24).Withinthecontextofacademia,onecanthinkofthestudentswithadvisorsandfacultywhoare alreadywellconnected in theprofessionautomatically being more connected themselves. Conversely, students who attend lessprestigiousprogramsorwhoarematchedwithlessconnectedfacultymayneedtoworkmuchhardertofindtheconnectionsthataremoreeasilygrantedtoothers.Inthisway,programsandfacultyshouldbemindfulofthemessagestheysendtostudentsaboutinvolvementandprovide direct encouragement to becomeinvolved—bothininformalandformalways,suchas throughconversationswithstudentsaswellasthroughthecurriculum. Itisimportanttostatethatstudentsplayan integral part in their own socializationexperience.Althoughstudentsmustbemadeawareoftheopportunitiesavailabletotheminregardtoinvolvementatvariouslevels,theymust then take the initiative to becomeinvolvedfortheirownfuturesuccess.Seekingoutopportunitiesforinvolvementatboththelocal and national levels can have profoundeffectsuponthelearningintheclassroomaswell as the future career. Much like otheraspects of the graduate student experience,

studentsmustbeenthusiasticandpurposefulabout their experience—seeking out opportunitiestochallengethemselvesandtobecomebetterintegratedintotheirlocalandnationalscholarlycommunities. Although the students in the studydiscussed the benefits gained from theirnational involvement most pronouncedly,there were still many students who foundimmense benefits from local involvement.Certainly, for many of the students weinterviewed,localinvolvementprovidedtheminitial contacts on new campuses and newnetworksofpeerswithwhomtointeract.Inthis way, local student organizations canprovide incoming students with instantconnectionstotheirpeers,makingthemfeelmore involved and integrated into theirinstitutionalculture.Secondly,localinvolvement,suchasrepresentationonfacultysearchcommitteesoruniversitytaskforces,caneasilycontributetostudents’socializationasitallowsstudentstolearnaboutfacultyanduniversitygovernanceaswellasofferingopportunitiestonetworkwithotherfacultyandadministratorsontheircampuses. As we have delineated in our outcomesinvolvementmodel(Figure�),bothlocalandnational involvement can lead to graduatestudentsocializationfortheprofession.Therefore,facultyandprogramsshouldtakecaretoencourage graduate student involvement byintroducing students at orientation to theexistinglocalandnationalorganizationsandto continue encouraging this involvementthroughoutthegraduateexperience. Finally,itisimportanttonotethedifferences among conferences that the studentsdiscussed. Many of the students expressedfeelingsofdiscomfortanddisorientationuponattendingtheirfirstconferences,regardlessofthe association or affiliation. In addition,students discussed the different culturespresent atdifferent conferences,mentioning


Gardner&Barnes

that some were much more welcoming tograduatestudentswhereasatothersitfeltmoredifficulttofeelcomfortableortogainentrée.Although many conferences offer graduatestudent orientation to the conferences andspecial graduate student sessions, not allstudents seemtobeawareof theseofferingsnor are all students aware of special opportunities for involvement such as the ASHEpolicyseminar forgraduatestudents.Again,facultyshouldbecognizantoftheopportunities for students to become involved andshould share this information with themthrough various means, perhaps through

working with established graduate studentorganizations and with students who haveregularlyattendedconferencesinthepasttofacilitate a peermentoring of sorts. Also,professional associations should be aware ofthemessagestheysendtostudentsabouttheirinvolvement and their importance to theassociation, whether explicit or implicit,throughtheculturesengenderedintheannualmeetings. Making graduate students feelwelcomedandimportant(and,indeed,manyassociations rely greatlyupon their graduatestudentcontingentformembershipduesandnumbers)shouldbeahighpriority.Afterall,

FIGURe 1. Model of local and national Involvement Continuum and outcomes

localInvolvement

Socializationto institution and culture

ProfessionaldevelopmentSocialization

to field of higher

education

national Involvement

observation of research

dissemination/networking

Participation in dissemination/

networking

FacultyInfluence

StudentChoice

Phase out to national

involvementCampus

Connections



whowill be ournext generationof scholarsandleaders,ifnotourcurrentstudents? From a theoretical perspective, we wereabletoviewourfindingsthroughthelensofTinto’s(�993)modelofgraduatecommunitiesanddoctoralpersistence.Inparticular,Tintoandothers(e.g.,Boyle&Boice,�998;Lovitts,200�;Weidman,Twale,&Stein,200�)havestressedtheimportanceofsocialandacademicintegration to graduate student success andcompletion. AlthoughTinto differentiatedbetweenacademicandsocialintegrationattheundergraduatelevel,forgraduatestudentsheremarkedthatsocialintegration“withinone’sprogrambecomespartandparcelofacademicmembership,andsocialinteractionwithone’speersandfacultybecomescloselylinkednotonlytoone’sintellectualdevelopment,butalsotothedevelopmentofimportantskillsrequiredfordoctoralcompletion.”Hecontinued,“Inaveryrealsense,thelocalcommunitybecomestheprimaryeducationalcommunityforone’sgraduate career” (p. 232).The connections,therefore, between both local and nationalinvolvementtoprofessionaldevelopmentandcareersuccesscannotbeunderstated.Indeed,Tinto alludes to these local and nationalcommunitiesaspartoftheoverallsocializationprocessneededfordegreeandcareersuccess(p. 233).Therefore, when viewed throughTinto’s stages of graduate persistence, weunderscoretheneedforstudentstobeinvolvedinboththeselocalandnationalcommunitiesin the first, or transition, stage of theirexperience; faculty and peer influence areparticularlyhelpfulinthisregard.Withinthesecondstageofgraduatestudy,asstudentsgainskills that are necessary for success, it isimportant for them to branch out in theirinvolvement through presenting anddissemination of their work. Finally, as

students progress to the final stage of theirpersistenceandworkingontheirdissertation,theyshouldalsobecomemoreintegratedintotheirprofessionalcommunitiesastheytransition from the role of student to the role ofprofessional.Again,itisimportanttonotethatwithinTinto’s model, a blurred line existsbetweentheacademicandsocialcommunitiesinwhichthegraduatestudentissituated.Inthisway,thecharacteristicsofinvolvementatthegraduatelevelcanbeseenaspartandparcelofthepersistencemodelforwardedbyTinto. Although this study focused upon onlyonedisciplinaryfield,distinctinfluencesandbenefitsbytypeofinvolvementresultedfromthestudents’descriptionsthatwarrantfurtherexploration in other disciplinary contexts.Much more research must be conducted toexplore how different disciplinary culturesencourage student involvement, thebenefitsthisinvolvementcanhaveuponthestudents’current and future success, and how thesocialization process influences this involvement.Furthermore,studiescouldbeconductedwithrecentlyminteddoctoratestodiscussifand how they feel their graduate studentinvolvement influenced their early careersuccess.Thestudyofgraduatestudentinvolvement is certainly a new addition to theliteratureaboutinvolvementaswellastotheexistingbodyofliteratureaboutthegraduateexperience; much more research must beconductedinordertobetterunderstandthephenomenonofgraduatestudentinvolvementinallofitsmanifestations.

Correspondence concerning this article should be sent to

Susan K. Gardner, 121B Peabody Hall, Baton Rouge,

LA 70803; [email protected]; or to Benita J. Barnes,

255 Hills House South, 111 Infirmary Way, Office 2,

Amherst, MA 01003; [email protected]


Gardner&Barnes

aPPendIx.

Protocol

Background Information1) tell me a little bit about yourself and how you came to be a graduate student in this program.

a. Prompt for age, program, year in program, educational background, family educational background, previous professional experience

2) What are your career aspirations when you complete graduate school?

a. Prompt for academia – why or why not?

3) Have your career decisions changed over time? If so, what influenced these changes?

Involvement1) In what graduate or professional organizations/associations are you currently involved?

2) how long have you been involved in these organizations?

3) What prompted your involvement in them?

4) how would you describe your involvement in these organizations?

5) Were you involved in organizations during your undergraduate education? do you think this played a part in your decision to become involved in graduate school?

6) does your current involvement relate to your degree program?

7) What influence, if any, do you feel your involvement has had on your career preparation?

8) Talk about a specific example of an experience in your involvement that has prepared you well for your future profession.

9) What would you say are the major lessons you have taken from your involvement? are these lessons different by the type of involvement you’ve experienced?

10) (If applicable) If at all, how would you differentiate between your involvement in undergraduate versus now?

11) What else can you tell me about your involvement that I didn’t ask about?



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