Comparing Constructions of Professionalism in Student Affairs Graduate Preparation Programs

Abstract

This comparative case study examined how graduate students in two student affairs preparation programs were socialized to constructions of professionalism. One program regularly conveyed that professionalism was reflected via formal communication and dress, and through demonstrating professional competency as defined by ACPA and NASPA. The second program did not provide clear definitions of professionalism to students; consequently, students created their own definitions of professionalism by observing colleagues. At both institutions, students described professionalism as constraining.