Harvard Educational Review
  1. Spring 2009 Issue »

    Identity Development and Mentoring in Doctoral Education

    Leigh A. Hall and Leslie D. Burns
    In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared 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. For this reason, Hall and Burns argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers, and they believe that formal curriculum designs can be used more intentionally to help students and faculty understand the roles identity plays in professional development and to make doctoral education more equitable.

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    Leigh A. Hall is an assistant professor of literacy studies in the School of Education at the University of North Carolina, Chapel Hill. Her research focuses on understanding how identities are developed and enacted in educational settings and how educators can better understand and respond to them through instruction. Hall recently served as coeditor for a special-themed issue on literacy for the Middle Grades Research Journal. Her forthcoming manuscript, “The Negative Consequences of Becoming a Good Reader: Identity Theory as a Lens for Understanding Struggling Readers, Teachers, and Reading Instruction,” will appear in Teachers College Record. Other recent publications include “Struggling Reader, Struggling Teacher: An Examination of Student-Teacher Transactions with Reading Instruction and Texts in Social Studies,” in Research in the Teaching of English (2009).

    Leslie David Burns is an assistant professor of literacy in curriculum and instruction at the University of Kentucky. His research interests include curriculum and policy in both preservice and doctoral teacher education, relevance in K−12 language arts and literacy curricula, and teacher identity. His work has appeared in English Education, English Journal, English Leadership Quarterly, and Middle Grades Research Journal. In 2008 Burns received honorable mentions for both the Janet Emig Award and the Edwin M. Hopkins Award from the National Council of Teachers of English for his work on curriculum, policy, accreditation, and political action in teaching and teacher education.

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    Spring 2009 Issue


    Indigenous Knowledges and the Story of the Bean
    Bryan McKinley Jones Brayboy and Emma Maughan
    Latino Students’ Transitions to College
    A Social and Intercultural Capital Perspective
    Anne-Marie Nuñez
    Identity Development and Mentoring in Doctoral Education
    Leigh A. Hall and Leslie D. Burns
    Symposium: Education and Violent Political Conflict
    Symposium: Identity versus Peace
    Identity Wins
    Zvi Bekerman
    Symposium: Citizenship Competencies in the Midst of a Violent Political Conflict
    The Colombian Educational Response
    Enrique Chaux
    Symposium: War News Radio
    Conflict Education through Student Journalism
    Emily Hager
    Symposium: The Other Side of the Story
    Israeli and Palestinian Teachers Write a History Textbook Together
    Shoshana Steinberg and Dan Bar-On
    Symposium: Curriculum and Civil Society in Afghanistan
    Adele Jones
    Symposium: Educational Reconstruction “By the Dawn’s Early Light”
    Violent Political Conflict and American Overseas Education Reform
    Noah W. Sobe
    Symposium: The Social (and Economic) Implications of Being an Educated Woman in Iran
    Mitra Shavarini
    Symposium: Interview with Jacques Bwira Hope Primary School Kampala, Uganda
    The Editors

    Book Notes

    So Much Reform, So Little Change
    by Charles M. Payne

    Corridor Cultures
    by Maryann Dickar

    In a Reading State of Mind
    by Douglas Fisher, Nancy Frey, and Diane Lapp

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