摘要：This research examined two women w ho were working toward doctoral degrees in the field of literacy education, specifically their experiences with socialization into an educational research community of practice. Gee's Identity Theory (2000 -2001) and Lave and Wenger's Legitimate Peripheral Participation (1991) provided a strong theoretical foundation for this study . Data were collected in the fall of 2008, and the do minant methodology focused around Seidman's (2006) three-round interviewing method as well as one focus group. Findings reveal that the co mmunity of practice of educational research requires its members to become specific ty pes of researchers, networkers, presenters at national conferences, and supporters to other members of the commun ity, with specific mentor expectations helping to define these roles. Furthermore, the rules, roles, expectations, and values required to become a legitimate member created conflict and tension with w omen's other identities, especially betw een the traditi onal roles society expected and their nascent roles as researchers.
关键词：women in leadership; gee.s identity theory; legitimate peripheral participation
