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  1. Purpose: While ample literature describes students’ experiences during graduate school, fewer studies examine how doctoral students transition into full-time employment post degree completion. The purpose of this study is to examine how faculty advisors, as well as other individuals, shape students’ experiences during a critical period in their graduate education – the job search. Design/methodology/approach: This study is based on interviews with 47 PhD students in biological sciences in the US. This is a descriptive qualitative study, based on in-depth, semi-structured interviews. Findings: Results reveal distinct roles that faculty advisors play in the job search process, including supportive, unsupportive and sponsorship. Supportive advisors offer opportunities for skill development and specific guidance during the job search process. Sponsorship advisors go beyond providing general support to leverage their personal networks to assist in the transition into full-time employment. Unsupportive advisors are on the other end of the spectrum and do not provide any assistance. In addition, the majority of doctoral students rely on individuals beyond their advisors during the job search, and they do so regardless of what type of support they receive from their advisors. Originality/value: Presented findings highlight the complex constellation of social connections that graduate students draw on for entry into the career and make a compelling case for extending socialization research to dedicate more attention to students’ transition into full-time employment after degree completion. 
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    Free, publicly-accessible full text available July 1, 2025
  2. One of the most important developmental relationships in the doctoral student experience is that of the faculty advisor, and yet we know little about whether and how advisor relationships vary between first-generation and continuing-generation doctoral students. Drawing on qualitative interviews with 83 late-stage doctoral students in biological sciences, we explore differences in student perceptions of their relationships with advisors. Narratives reveal a continuum of relationship types, including strained, evolving, supportive, and equal. In equal relationships, doctoral students feel more like collegial partners working alongside their advisors. While continuing-generation and first-generation students are similarly represented among strained and evolving relationships, first-generation students rarely attain equal relationship status. The presented findings offer implications for understanding how inequality shapes student–advisor relationships, the role of collegiality in doctoral education’s hidden curriculum, and the supports needed to foster equity for first-generation students in graduate programs. 
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    Free, publicly-accessible full text available May 1, 2025
  3. Prior literature has documented the importance of faculty advisors in the doctoral student socialization process, with a few studies describing negative advising relationships characterized by disengagement, disinterest, unsupportive behavior, and interpersonal conflict. We extend this research by exploring how negative advising relationships emerge and develop over time. Examining longitudinal interviews over four years with 15 doctoral students in biological sciences in the USA who experienced negative relationships with their advisors, we illuminate how negative advising relationships unfold over the course of graduate studies. We find two primary patterns in challenging relationships: some students show a gradual decline in relationship health over time, while others point to a single event altering their relationship trajectory. We also identify specific factors that shape each of these negative relationship types. By revealing the different social processes that underlie the emergence of negative advising relationships, our findings provide a valuable contribution to understanding the complex social landscape of doctoral education. The findings further the dialogue on how faculty advisors can craft successful pathways through graduate education, thereby supporting the academic and professional success of doctoral students. 
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    Free, publicly-accessible full text available April 22, 2025
  4. Purpose The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process. Design/methodology/approach Based on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity. Findings The findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.” Originality/value While prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity. 
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