Establishing Researcher Identity as an Emerging Scholar Experiences of Doctoral Students Writing for Scholarly Publication

Becoming a researcher not only involves the acts of contributing to the body of knowledge in a field, but it also involves constructing the image or identity of a researcher. Doctoral students who aim for positions within academia upon graduation see doctoral education as a phase where they develop their research skills and prepare for publication. An existing body of literature in the field of writing has explored the publishing practices of graduate students, with extensive attention given to the role of external factors such as the adviser/advisee relationships, resource access, issues of authority, and so on. However, less attention has been given to exploring the role of internal motivators or intrinsic factors in graduate writing and how it relates to research work and research productivity. Conducting semi-structured interviews with four doctoral students who have published research articles in peer-reviewed journals, this study explores the process through which doctoral students develop a researcher identity, the challenges they face, and the role of the doctorate program in developing a researcher identity. Using a narrative approach and by first-person accounts of experiences told in the story form, the process of identity formation is elicited through individual stories focusing on the narrated experiences, thoughts, and actions. The findings of this study showed that validation and recognition are crucial factors in helping doctoral students see themselves as researchers and persevere through the challenges faced in publishing. All participants in this study recognized collaboration opportunities as experiences that helped them become a researcher. In working with others, they felt like they had a valuable voice and insight, creating a positive attitude toward their work by realizing that their work is meaningful. The most significant challenge discussed by all participants was receiving negative comments or criticisms that inhibited their motivation. Having a better understanding of the experiences, perspectives, and challenges of doctoral students in identity development brings attention to points of conflict and how these conflicts can be resolved or mediated for doctoral students. It offers insights into doctoral students' training and advising by illustrating how research productivity can be enhanced at the doctoral level.