John C. Weidman is emeritus professor of higher and international development education at the University of Pittsburgh.  Over his career, he has served as department chair and institute director as well as consulting extensively on international higher education reform and policy.  He developed a framework for undergraduate student socialization (Weidman, 1989) that was expanded to encompass graduate and professional student socialization (Weidman, et al., 2001; Weidman & Stein, 2003). These models formed the bases for a more comprehensive framework (Weidman, 2006; Twale, et al., 2016) that will be expanded further in the proposed book.  This work on student socialization in higher education is widely recognized (Weidman, 2006, 1989; Weidman, et al., 2001; Weidman, et al., 2014; Weidman, 2010; Weidman & Stein, 2003), having been cited more than 1600 times on Google Scholar.Linda DeAngelo is an assistant professor of higher education andfaculty fellow in the Center for Urban Education at the University of Pittsburgh.  She is collaborating with Weidman on both conceptual and empirical work on student socialization (Weidman, et al., 2014).  She studies stratification, equity, and diversity issues, investigating how social inequalities are produced and manifested within higher education. Her work examines the differential effect of institutions on students, pipeline and educational transitions, and outcomes for first-generation, low-income, and underrepresented students. Currently her scholarship focuses retention, degree completion and access to and engagement in faculty mentorship. Detailed curriculum vitae are attached.

• Section One: Introduction.- 1. Student Socialization in Higher Education: An Exploration.- 2. Conceptualizing Student Socialization in Higher Education: An Intellectual Journey.- Section Two: New Perspectives on Undergraduate.- Socialization.- 3. Tied Together Wirelessly: How Maintaining Communication with Parents Affects College Adjustment and Integration.- 4. Rethinking Weidman’s Models of Socialization for Latinx.- Along the Postsecondary Educational Pipeline.- 5. Creating Porous Ivory Towers: Two-way Socialization.- Processes that Embrace Black Students’ Identities in Academia.- Section Three: Socialization into Professional Careers.- 6. The Professoriate in Liberal Arts Colleges: Early Career.- Faculty Socialization and Learning.- 7. Doctoral Student Socialization and Professional Pathways.- 8. Preparing the Scholarly Practitioner: The Importance of Socialization in CPED-Influenced EdD.- Programs.- Section Four: International Perspectives on Student Socialization in Higher Education.- 9. The Socialization of International Doctoral Students in the USA.- 10. Professional Socialization and Career Development of Chinese International Tourism and Hospitality Students and Graduates: A Revised Framework. 11. Understanding Graduate Student Socialization in China: A Theoretical Framework.- 12. The Socialization of Doctoral Students in the Emergence of Structured Doctoral Education in Germany.- Section Five: Diversity and Interdisciplinarity in STEM.- Graduate Student Socialization. 13. Doing, Caring, and Being: “Good” Mentoring and its Role in the Socialization of Graduate Students of Color in STEM.- 14. Emancipatory Research Counter-spaces: Re-Examining Black Doctoral Student Socialization.- 15. Interdisciplinarity and Doctoral Education: Socialization, Process, and Outcom.- Section Six: Epilog.- 16. Implications of Measurement Issues for Advancing the Socialization Framework.- 17. Toward a 21st Century Socialization Modelof Higher Education’s Impact on Students.

John C. Weidman is emeritus professor of higher and international development education at the University of Pittsburgh.  Over his career, he has served as department chair and institute director as well as consulting extensively on international higher education reform and policy.  He developed a framework for undergraduate student socialization (Weidman, 1989) that was expanded to encompass graduate and professional student socialization (Weidman, et al., 2001; Weidman & Stein, 2003). These models formed the bases for a more comprehensive framework (Weidman, 2006; Twale, et al., 2016) that will be expanded further in the proposed book.  This work on student socialization in higher education is widely recognized (Weidman, 2006, 1989; Weidman, et al., 2001; Weidman, et al., 2014; Weidman, 2010; Weidman & Stein, 2003), having been cited more than 1600 times on Google Scholar.Linda DeAngelo is an assistant professor of higher education andfaculty fellow in the Center for Urban Education at the University of Pittsburgh.  She is collaborating with Weidman on both conceptual and empirical work on student socialization (Weidman, et al., 2014).  She studies stratification, equity, and diversity issues, investigating how social inequalities are produced and manifested within higher education. Her work examines the differential effect of institutions on students, pipeline and educational transitions, and outcomes for first-generation, low-income, and underrepresented students. Currently her scholarship focuses retention, degree completion and access to and engagement in faculty mentorship. Detailed curriculum vitae are attached.

• Section One: Introduction.- 1. Student Socialization in Higher Education: An Exploration.- 2. Conceptualizing Student Socialization in Higher Education: An Intellectual Journey.- Section Two: New Perspectives on Undergraduate.- Socialization.- 3. Tied Together Wirelessly: How Maintaining Communication with Parents Affects College Adjustment and Integration.- 4. Rethinking Weidman’s Models of Socialization for Latinx.- Along the Postsecondary Educational Pipeline.- 5. Creating Porous Ivory Towers: Two-way Socialization.- Processes that Embrace Black Students’ Identities in Academia.- Section Three: Socialization into Professional Careers.- 6. The Professoriate in Liberal Arts Colleges: Early Career.- Faculty Socialization and Learning.- 7. Doctoral Student Socialization and Professional Pathways.- 8. Preparing the Scholarly Practitioner: The Importance of Socialization in CPED-Influenced EdD.- Programs.- Section Four: International Perspectives on Student Socialization in Higher Education.- 9. The Socialization of International Doctoral Students in the USA.- 10. Professional Socialization and Career Development of Chinese International Tourism and Hospitality Students and Graduates: A Revised Framework. 11. Understanding Graduate Student Socialization in China: A Theoretical Framework.- 12. The Socialization of Doctoral Students in the Emergence of Structured Doctoral Education in Germany.- Section Five: Diversity and Interdisciplinarity in STEM.- Graduate Student Socialization. 13. Doing, Caring, and Being: “Good” Mentoring and its Role in the Socialization of Graduate Students of Color in STEM.- 14. Emancipatory Research Counter-spaces: Re-Examining Black Doctoral Student Socialization.- 15. Interdisciplinarity and Doctoral Education: Socialization, Process, and Outcom.- Section Six: Epilog.- 16. Implications of Measurement Issues for Advancing the Socialization Framework.- 17. Toward a 21st Century Socialization Modelof Higher Education’s Impact on Students.

John C. Weidman is emeritus professor of higher and international development education at the University of Pittsburgh.  Over his career, he has served as department chair and institute director as well as consulting extensively on international higher education reform and policy.  He developed a framework for undergraduate student socialization (Weidman, 1989) that was expanded to encompass graduate and professional student socialization (Weidman, et al., 2001; Weidman & Stein, 2003). These models formed the bases for a more comprehensive framework (Weidman, 2006; Twale, et al., 2016) that will be expanded further in the proposed book.  This work on student socialization in higher education is widely recognized (Weidman, 2006, 1989; Weidman, et al., 2001; Weidman, et al., 2014; Weidman, 2010; Weidman & Stein, 2003), having been cited more than 1600 times on Google Scholar.Linda DeAngelo is an assistant professor of higher education andfaculty fellow in the Center for Urban Education at the University of Pittsburgh.  She is collaborating with Weidman on both conceptual and empirical work on student socialization (Weidman, et al., 2014).  She studies stratification, equity, and diversity issues, investigating how social inequalities are produced and manifested within higher education. Her work examines the differential effect of institutions on students, pipeline and educational transitions, and outcomes for first-generation, low-income, and underrepresented students. Currently her scholarship focuses retention, degree completion and access to and engagement in faculty mentorship. Detailed curriculum vitae are attached.

• Section One: Introduction.- 1. Student Socialization in Higher Education: An Exploration.- 2. Conceptualizing Student Socialization in Higher Education: An Intellectual Journey.- Section Two: New Perspectives on Undergraduate.- Socialization.- 3. Tied Together Wirelessly: How Maintaining Communication with Parents Affects College Adjustment and Integration.- 4. Rethinking Weidman’s Models of Socialization for Latinx.- Along the Postsecondary Educational Pipeline.- 5. Creating Porous Ivory Towers: Two-way Socialization.- Processes that Embrace Black Students’ Identities in Academia.- Section Three: Socialization into Professional Careers.- 6. The Professoriate in Liberal Arts Colleges: Early Career.- Faculty Socialization and Learning.- 7. Doctoral Student Socialization and Professional Pathways.- 8. Preparing the Scholarly Practitioner: The Importance of Socialization in CPED-Influenced EdD.- Programs.- Section Four: International Perspectives on Student Socialization in Higher Education.- 9. The Socialization of International Doctoral Students in the USA.- 10. Professional Socialization and Career Development of Chinese International Tourism and Hospitality Students and Graduates: A Revised Framework. 11. Understanding Graduate Student Socialization in China: A Theoretical Framework.- 12. The Socialization of Doctoral Students in the Emergence of Structured Doctoral Education in Germany.- Section Five: Diversity and Interdisciplinarity in STEM.- Graduate Student Socialization. 13. Doing, Caring, and Being: “Good” Mentoring and its Role in the Socialization of Graduate Students of Color in STEM.- 14. Emancipatory Research Counter-spaces: Re-Examining Black Doctoral Student Socialization.- 15. Interdisciplinarity and Doctoral Education: Socialization, Process, and Outcom.- Section Six: Epilog.- 16. Implications of Measurement Issues for Advancing the Socialization Framework.- 17. Toward a 21st Century Socialization Modelof Higher Education’s Impact on Students.