ANTICIPATORY SOCIALIZATION OF UNDERGRADUATE COLLEGE-TEACHING NORMS BYENTERING GRADUATE TEACHING ASSISTANTS

Because most college and university faculty have considerable autonomy in the conduct of their teaching, norms that guide appropriate and in appropriate behavior for this role are needed. Recently, a set of four norms-interpersonal disregard, particularistic grading, moral turpitu de, and inadequate planning-for undergraduate teaching have been delin eated. This research addresses the question of whether entering gradua te teaching assistants accurately anticipate these norms prior to begi nning graduate study. The findings indicate that both faculty and begi nning teaching assistants share subscription to the four norms of unde rgraduate teaching. Questions about the role of the graduate socializa tion process in the learning of teaching norms are raised and future r esearch directions are suggested. Implications for practice are also p roposed.