2008/09/25 by Sarah Li, Clive Seale
Decision Sciences · Health Professions · Social Sciences · #Evaluation and Performance Assessment #Mental Health and Patient Involvement #Social Work Education and Practice
paper · doi:10.1177/0038038508094575
openalex publication_date 2008/09/25 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25
The acquisition of a sociological identity during the process of PhD supervision is reported, drawing on detailed analysis of selected observations of the supervision sessions, written communications and other aspects of interaction over the period of a single case study supervision which involved the authors as participants. The transition from an `applied' identity (in nursing) to a `pure' or `professional' identity in sociology is documented, identifying the precise interactional mechanisms for encouraging and achieving this transition. These include `bracketing' out of common-sense interpretations of behaviour that draw on the old identity and `distancing' from the normative judgements of professionals inhabiting a dispreferred, non-sociological position. Taking place in a context of enthusiastic, directive and insistent exhortation and presenting a particular and somewhat locally determined version of adequate sociological work, the study shows both supervisor and student collaborating in the social construction of a sociologist.