Introduction Capture interest:

The importance of doctoral identity cannot be overemphasized. By the end of doctoral education, students must have skills, knowledge, habits, and values that are consistent with their professional role.

Context:

Doctoral identity, also referred to a professional identity, denotes “the relatively stable and enduring constellation of attributes, beliefs, values, motives, and experiences in terms of which people define themselves in a professional role” (Smith & Hatmaker, 2015, p. 547). This identity indicates to others that an individual possesses a unique set of skills and abilities. The development of professional identity is facilitated by a number of factors, including individual, interpersonal, and institutional factors (Gardner, 2009; Baker & Pifer, 2011). Gardner (2009), Baker & Pifer (2011), and Smith & Hatmaker (2015) provide valuable information on doctoral identity formation.

Statement of common themes:

Three common themes that emerge from the three articles include: academic success, relationships, and individual efforts

Thesis statement:

Academic success, relationships, and individual efforts are vital for the development of doctoral identity.

Theme One:

Academic Success

Baker and Pifer (2011):

An important aspect of doctoral identity formation is academic success. What does academic success in the context of doctoral education mean? According to Baker & Pifer (2011), success in doctoral education can be described as successful transition from dependency on faculty to independence. A successful doctoral student is one who has passed...

The student possesses comprehensive knowledge of academic language and research skills.
Gardner (2009):

For Gardner (2009), academic success in doctoral education remains an elusive concept. The concept may mean several things. It may mean high grade point averages, achievement in coursework, year-to-year persistence, dissertation completion, retention, degree conclusion, and entering the academic community upon graduation. These aspects are critical for doctoral identity formation.

Smith and Hatmaker (2015):

Whereas Smith & Hatmaker’s (2015) research focuses on the influence of individual, relational, and institutional factors on doctoral identity development, it offers valuable insights on academic success in the context of doctoral education. Participants in the study identified research skills as a crucial hallmark of doctoral success. Doctoral students must be able to produce research that adds to the body of knowledge, immerse themselves in their field, and to disseminate knowledge to the academic community. Such abilities demonstrate an individual’s doctoral identity.

Theme Two:

Relationships

Baker and Pifer (2011):

The central theme of Baker & Pifer’s (2011) research is relationships. The research demonstrates the importance of relationships in the transition from doctoral student to independent scholar. Students’ relationships with faculty help students to hone their research and writing skills, an important hallmark of doctoral identity. Students should establish relationships with not only faculty members, but also…