重庆高教研究

去学术社会化被视为博士生学术社会化的暗面，是博士生多元化就业的必由之路，但在长期的博士生教育研究和实践中遭到了忽视。在博士生培养规模扩大的背景下，这不利于系统理解和引导博士生的非学术部门就业。去学术社会化是博士生在读博期间基于对学术价值和自我未来学术发展的整体认知，产生和潜隐放弃学术共同体的规范、价值观和行为模式，寻找和实现非学术职业的内在倾向和真实态度。去学术社会化同时发生制度性或表演性的学术社会化。以中学博士教师为例，通过质性研究发现，由非学术职业的预先认知、另类动机和职业胜任判断构成的内在认知，导师支持、同辈示范组成的重要他人引导，以及关注自我生活、注重家庭责任形成的自我生活追求等，是博士生去学术社会化的直接成因；同一性断裂和预期性式微引起的科研祛魅，表现为预期科研目标与实际科研价值存在错位、理想岗位与就业挑战存在悖反，是博士生去学术社会化的根本肇因。这些因素使博士生更加注重从自我需求角度考虑职业选择，并进一步在非学术职业尝试中找到适合自我实现的发展性空间和给予快速价值回应的填补性反馈，最终明确非学术职业发展方向。为促进博士生有序去学术社会化，全力保障人尽其才，应加强职业生涯指导，引导博士生反思去学术社会化；优化科研支持环境，引导博士生审慎去学术社会化；培养通用实践能力，保障博士生平稳去学术社会化。

As the dark side of “academic socialization” of doctoral students, “de-academic socialization” is the only way for doctoral students to diversify their employment, which has been ignored in long-term doctoral education, research and practice. In the context of the expansion of doctoral training, this is not conducive to systematically understanding and guiding doctoral students' employment in non-academic departments. “De-academic socialization” refers to the internal tendency and true attitude of doctoral students based on their overall understanding of academic values and their future academic development during their PhD studies, to implicitly abandon the norms, values and behavior patterns of the academic community during their doctoral studies, and to find and realize non-academic careers. De-academic socialization occurs simultaneously with institutional or performative academic socialization. Taking secondary school doctoral teachers as an example, qualitative research has found that the internal cognition formed by pre-existing perceptions of non-academic careers, alternative motivations, and judgments of professional competence, the guidance of significant others consisting of mentor support and peer modeling, as well as the pursuit of personal life shaped by self-life focus and family responsibilities are the direct causes of doctoral students' de-academic socialization. The disenchantment with scientific research, caused by identity rupture and diminishing anticipations, manifests as a misalignment between expected research goals and actual research value, as well as a paradox between ideal positions and employment challenges, which constitutes the fundamental cause of their de-academic socialization. These factors lead doctoral students to place greater emphasis on considering career choices from the perspective of their own needs. They further seek developmental spaces suitable for self-realization and rapid value-responsive feedback through explorations in non-academic careers, ultimately clarifying their direction in non-academic professional paths. To facilitate the orderly de-academic socialization of doctoral students and fully ensure the maximization of individual potential, it is essential to enhance career guidance, encouraging doctoral students to reflect on de-academic socialization; optimize the research support environment, guiding doctoral students to approach de-academic socialization prudently; and cultivate general practical skills, ensuring a smooth transition in their de-academic socialization.