The Professional Identity Development of Gerontologists: An Experiential Learning Approach

Abstract

THE PROFESSIONAL IDENTITY DEVELOPMENT OF GERONTOLOGISTS: AN EXPERIENTIAL LEARNING APPROACH By Tracey Gendron, M.S. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science/Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Major Director: E. Ayn Welleford, Ph.D. and Barbara J. Myers, Ph.D. Associate Professor and Chair, Gerontology Associate Professor and Director of the Developmental Program, Department of Psychology Professional identity is a complex construct that describes how an individual develops a sense of self-concept within a chosen profession. Professional identity refers to a self definition within a professional role based on attributes, beliefs, values, motives, and experiences (Ibarra, 1999). This study explored the relationships between the professional identity of gerontology graduates and age, career stage, student typology, occupation, and value of experiential learning both quantitatively and qualitatively. Survey results indicate that experiential learning opportunities provide a framework for all gerontology students to gain and apply the skills and knowledge necessary for professional identity development in the field of aging. Findings indicate that experiential learning and mentorship represent important, but different outcomes for students who are new to the field of gerontology vs. students who are already employed in an aging-related profession prior to enrollment in a graduate gerontology program.