Academic socialization in practice: a scoping review of doctoral writing groups’ impact on academic publishing success

Academic writing is a cornerstone of doctoral development, yet many students face persistent challenges such as anxiety, isolation, and uneven supervisory support. Doctoral writing groups have emerged as peer-based spaces where students can enhance their writing, build confidence, and develop a sense of scholarly belonging. This scoping review examines how such groups support doctoral students’ writing development and capacity to publish. Results show that doctoral writing groups function as pedagogical, emotional, and social spaces that foster confidence, academic identity, feedback literacy, and resilience. They also demystify scholarly publishing, support revision practices, and maintain accountability. However, their effectiveness varies based on facilitation style, group structure, inclusivity, and goal alignment. The review concludes with implications for program design, policy, and practice.