Socialization and resocialization in STEM doctoral education: the role of PhD supervisors in shaping academic identity

Purpose This study examines the transformative role of PhD supervisors in shaping the academic identity of doctoral students in STEM fields, focusing on the processes of socialization and resocialization. This research provides insights into the mentorship practices that can enhance PhD students' academic trajectories and their integration into the academic community. Design/methodology/approach This study employs a qualitative research approach to gain an in-depth understanding of academic identity construction during the transition from doctoral student to supervisor. Findings By integrating theoretical frameworks of socialization and social influence, the research highlights how PhD supervisors not only impart technical knowledge but also guide the development of students' professional identities. It presents a comprehensive analysis of interview data with professors about their academic journey, including their PhD education. Originality/value This paper reveals that the establishment of academic identity in STEM involves three main processes: socialization into the academic community, resocialization within the academic community and academic identity formation. Drawing on the literature on academic identity, the article discusses the dual role of PhD supervisors as both mentors and models, as they help students to navigate complex academic, ethical, and professional landscapes.