The purpose of this study was to explore how graduate students demonstrated agency after having oppressive or invalidating experiences based on their socially constructed identities during graduate school and the effects of leveraging agency.,This study used critical constructivist qualitative methods (i.e. interviews and visual methods) to explore how 44 graduate students across an array of disciplines and fields at two public research institutions in the USA demonstrated agency after having oppressive or invalidating experiences targeting one or more of their socially constructed identities.,In response to oppressive or invalidating experiences related to their socially constructed identity, participants engaged in self-advocacy, sought/created support via community, conserved their psychological and emotional energy and constructed space for identity-conscious scholarship and practice. Although participants leveraged their agency, the strategies they used were often geared toward surviving environments that were not designed to affirm their identities or support their success.,This study highlights the need for additional research to complicate educators’ understandings of how graduate students respond to oppressive or invalidating experiences and the nature of bi-directional socialization processes.,The findings of this study reinforce the need to foster equitable and inclusive graduate education experiences where students may use their agency to thrive rather than to survive.,Few studies examine graduate students’ agency during their socialization to their disciplines and fields. This study adds complexity to researchers’ understandings of bi-directional socialization processes in the context of graduate education.

中文翻译：

---

压迫经历后研究生的代理和抵抗

保留他们的心理和情感能量，并为注重身份的学术和实践构建空间。尽管参与者充分利用了自己的代理机构，但他们使用的策略通常是针对生存环境而设计的，这些生存环境并非旨在确认自己的身份或支持其成功。本研究强调，需要进行更多研究，以使教育工作者对研究生如何应对压迫感的理解更加复杂。或无效的经历以及双向社会化过程的性质。这项研究的结果强调，需要培养公平和包容的研究生教育经验，使学生可以利用自己的代理机构蓬勃发展而不是生存。在他们的学科和领域的社会化过程中发挥作用。