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At each stage of the process, doctoral students are presented with a unique set of challenges and experiences that must be negotiated and mastered. We are just now beginning to understand entering students' expectations, beliefs, goals, and identities, and how these may or may not change over time within an academic program based on students' actual experiences. Through interviews with first year doctoral students in chemistry, physics, and botany, this constructivist inquiry examines the firstdoi:10.1111/j.1745-6584.2004.tb02443.x fatcat:j7xss6fernbjxakzadbx5eolxm