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The purpose of this mixed methods sequential explanatory study was to explain the relationship between literacy experiences over time and the literacy identities of the doctoral students in a teacher education and higher education program. The quantitative phase, surveying 36 participants, revealed a positive correlation between participant's present and past literacy experiences, suggesting that past literacy experiences impacted their present perception of themselves as successful doctoraldoi:10.14434/josotl.v14i1.3327 fatcat:ht4gjlm4qbattas42rnxhbnkpe