The Socialization of First-Generation International Doctoral Students in Canada and the U.S.

International doctoral students play a significant role in host countries by supporting research, innovation, and economic growth. While the journey through doctoral education is often described as transformative, the path to completing a doctoral degree is rarely straightforward. Beyond completing coursework and writing a dissertation, it requires learning unspoken academic rules, building relationships with faculty and peers, and understanding what is valued in a given field. For students who are both international and the first in their families to pursue higher education, this process can be especially complex. They often encounter unfamiliar academic cultures, language barriers, and fewer family-based resources to help interpret expectations. Despite their importance, this student population has received limited research attention. Using a comparative approach, this study examines how first-generation international doctoral students in Canada and the U.S. experience doctoral socialization and respond to opportunities and barriers through different forms of agency. The findings will benefit participating institutions by providing evidence-based insights into how they can better support diverse doctoral student populations. Improved understanding can lead to more effective mentoring, clearer communication of expectations, stronger professional development opportunities, and more inclusive institutional cultures, ultimately enhancing doctoral program completion, research productivity, and career readiness.

Faculty Supervisor:

Aliya Kuzhabekova

Student:

Partner:

University of Minnesota (Twin Cities)

Discipline:

Sociology

Sector:

Education

University:

University of Calgary

Program: