Joint Identities?: A Self-Case Study of the Professional Identity Development of J.D./Ph.D. Professionals in Education Law

Abstract

Professionals in education law often hold both law and advanced education research degrees, and yet the education law field knows little about how joint-degree programs prepare future professionals in the field. Using a self-case study method, this study provides an in-depth examination of the professional identity development of joint-degree students in law and education. Specifically, this study examines whether joint-degree students and early professionals experienced conflicts as they developed their professional identities and what role social networks played as they developed their identities. The findings show that developing professionals experienced three types of conflicts: (a) siloed bureaucracies, (b) bifurcated epistemologies and ontological differences, and (c) (de)valued expertise in opposing markets. Social network partners were a crucial source of support as the developing professionals navigated professional conflicts. The divided professional identities led the joint-degree students to develop a professional double consciousness, in which they identified their professional identities as divided and difficult or impossible to integrate. This Article provides recommendations for programs offering joint degree programs in law and education.