Bridging the Divide: Developing a Scholarly Habitus for Aspiring Graduate Students Through Summer Bridge Programs Participation
Document Type
Article
Abstract
This multisite case study explored the role of summer institutes in preparing Students of Color* for doctoral programs. Bourdieu’s social reproduction theory, particularly the concept of habitus, was employed as a theoretical framework to investigate how the participants further developed habitus (their dispositions, identities, and perspectives) as scholars. The findings suggest that the summer institutes assisted students in developing a scholarly habitus through fostering confidence, cultivating a passion for scholarship, and identifying as an emerging scholar, while still maintaining their prior backgrounds and identities. We assert that the summer institutes were crucial in helping the students to develop dispositions (habitus) relevant to being a doctoral student.
Digital Object Identifier (DOI)
Publication Info
Published in Journal of College Student Development, Volume 56, Issue 5, 2015, pages 423-439.
Rights
©2025 Project MUSE. Produced by Johns Hopkins University Press in collaboration with The Sheridan Libraries.
APA Citation
McCoy, D. L., & Winkle-Wagner, R. (2015). Bridging the Divide: Developing a Scholarly Habitus for Aspiring Graduate Students Through Summer Bridge Programs Participation. Journal of College Student Development, 56(5), 423–439.https://doi.org/10.1353/csd.2015.0054