Doctoral Education

Abstract

In this essay, Leigh Hall and Leslie Burns use theories of identity to understand men- toring relationships between faculty members and doctoral students who are being pre- pared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors.