Developing scholars sometimes struggle to situate their own position in the research and to comprehend how that affects their attitudes and behaviors. They frequently experience imposter syndrome and feelings of inadequacy, which lead to anxiety toward the research and publication processes. This paper presents a method for incorporating collective autoethnography into a graduate course context, aiming to demystify such processes and to cultivate scholarly identity. The doctoral students in a graduate seminar agreed to journal following course meetings. Following completion of the course, the journal entries were compiled. This compilation was reviewed and reflected on by each member individually, and then the group met to collectively discuss the data. Since that initial study, the developing scholars have elected to continue their work together, with each member continuing to benefit from additional scholarship creation, continued peer mentorship, and a supportive group in which to continue to develop scholarly identity. Brief reflections by the authors illustrate their experiences. Through this collective work, the journals resulting in the autoethnography empowered students to understand their positionality and intersectionality, resulting in rich and layered autoethnographic accounts of learning. Through their interests in the jointly conducted project, students gained a sense of authority and position from which to analyze their growing knowledge and identities as scholars.

中文翻译：

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在课程结构中利用自我民族志来支持发展中的学者

发展中的学者有时很难确定自己在研究中的位置，并理解这如何影响他们的态度和行为。他们经常经历冒名顶替综合症和不足感，这导致对研究和出版过程的焦虑。本文提出了一种将集体自我民族志纳入研究生课程环境的方法，旨在揭开这些过程的神秘面纱并培养学术认同。研究生研讨会上的博士生同意在课程会议后写日记。课程结束后，整理了日记条目。这个汇编由每个成员单独审查和反映，然后小组开会集体讨论数据。自从最初的研究以来，发展中的学者们选择继续他们的工作，每个成员都将继续受益于额外的奖学金创建、持续的同伴指导以及一个支持团体，以继续发展学术身份。作者的简短反思说明了他们的经历。通过这项集体工作，产生自民族志的期刊使学生能够了解他们的位置和交叉性，从而产生丰富而分层的自民族志学习记述。通过对共同开展的项目的兴趣，学生获得了一种权威感和地位感，可以从中分析他们不断增长的知识和作为学者的身份。作者的简短反思说明了他们的经历。通过这项集体工作，产生自民族志的期刊使学生能够了解他们的位置和交叉性，从而产生丰富而分层的自民族志学习记述。通过对共同开展的项目的兴趣，学生获得了一种权威感和地位感，可以从中分析他们不断增长的知识和作为学者的身份。作者的简短反思说明了他们的经历。通过这项集体工作，产生自民族志的期刊使学生能够了解他们的位置和交叉性，从而产生丰富而分层的自民族志学习记述。通过对共同开展的项目的兴趣，学生获得了一种权威感和地位感，可以从中分析他们不断增长的知识和作为学者的身份。