In Search of Self E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B HE Single Issue Higher Education
• Sprache: Englisch

Seitenzahl: 213

Veröffentlichungsjahr: 2014

Beschreibung

Students become new and different people through the course oftheir education. When students earn the right to say, "I am acollege graduate," that new status becomes a part of who theyare. The authors in this volume--scholars from a range offields--offer methods that staff and faculty can use toexplore the process through which students develop new personal,civic, and professional identities. The research and ideas in thisvolume can assist in designing approaches to encourage studentgrowth, and to help us understand what it means to attend andbecome a graduate of a college or university. This is the 166th volume of the Jossey-Bass quarterly report seriesNew Directions for Higher Education. Addressed topresidents, vice presidents, deans, and other higher educationdecision makers on all kinds of campuses, it provides timelyinformation and authoritative advice about major issues andadministrative problems confronting every institution.

Leseprobe

New Directions for Higher Education

Betsy O. Barefoot Jillian L. Kinzie CO-EDITORS

In Search of Self: Exploring Student Identity Development

Chad Hanson

EDITOR

Number 166 • Summer 2014

Jossey-Bass

San Francisco

In Search of Self: Exploring Student Identity Development Chad HansonNew Directions for Higher Education, no. 166 Betsy O. Barefoot and Jillian L. Kinzie, Co-editors

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New Directions for Higher Education (ISSN 0271-0560, electronic ISSN 1536-0741) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Higher Education, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

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Editorial correspondence should be sent to the Co-editor, Betsy O. Barefoot, Gardner Institute, Box 72, Brevard, NC 28712.

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Contents

Editor's Notes

Scope and Purpose

Chapter Outline

Conclusion

References

1: Changing How We Think About the Goals of Higher Education

A Culture Shift

The Politics of Studying Students

The Rise of Human Capital Development

Conclusion

References

2: How Shall I Live? Constructing a Life Story in the College Years

Narrative Identity: The Construction of a Life Story

Conclusion

References

3: Self-Authorship

The Journey Toward Self-Authorship

Learning Partnerships

Future Research

References

4: The Sociology of College Students’ Identity Formation

A Brief Primer on Symbolic Interaction

Symbolic Interaction and College Student Identity Formation

Studying the Impact of College Through Symbolic Interaction: Future Directions

References

5: Understanding Student Identity From a Socialization Perspective

Evolution of the Weidman Model

The Weidman Model in Current Research on College Student Development

Discussion

References

6: Deliberative Dialogue and the Development of Democratic Dispositions

Educating Democratic Citizens

Deliberation as an Approach to Civic Education

Experimenting With Deliberation

The Need for Further Research

References

7: Autoethnography: Inquiry Into Identity

What Is Autoethnography?

Designing a Course Based on Autoethnography

Course Logistics

Finding a Story to Tell and Defining a Research Question

Moving Around in a Story

Unlocking the Past to Open the Future

Leaning Into Life's Sharp Points

Conclusion

References

8: Shaking It Up: Deconstructing Self and Other in an International Classroom

The Course and the Pedagogy

Results

Conclusion and Implications

Note

References

9: Seeing College as a Rite of Passage: What Might Be Possible

Rites and Wrongs of Passage

Rites of Passage and Higher Education

College as a Place of Initiation

References

10: Education for Making Meaning

Why We Do What We Do as Meaning-Making Mentors

The Meaning of Meaning-Making

The Meaning-Making Quest for the Quarterlife Generation

Our Meaning-Making Pedagogy

Conclusion

References

Advert

Index

End User License Agreement

List of Tables

Chapter 2

Table 2.1

Chapter 8

Table 8.1

Table 8.2

Table 8.3

Chapter 9

Table 9.1

List of Illustrations

Chapter 5

Figure 5.1 The Weidman (1989) Model of Undergraduate Socialization

Chapter 8

Figure 8.1 Social Networks by Nationality on the First Day of Class and the Last Day of Class

Guide

Cover

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Editor's Notes

All over the country, in the months of May and June, colleges conduct graduation ceremonies. At the end of the ritual, students move their tassels from one side of their mortarboard to the other. They toss their caps into the air. Then they rush to meet their relatives, as new and different people. In We're Losing Our Minds, Richard Hersh and Richard Keeling (2011) claim, “At its root, the idea of higher learning is one of positive change: the student who graduates will not be, and should not be, the same person as the one who started college” (p. 6). During a college education, we develop a new sense of who we are. The term “graduate” becomes a part of our identities.