Identity Development Of College Students Research Articles

Intersectionality and the emerging majority student: negotiating identity in the liminalities of the university environment

ABSTRACT Students at the intersection of social, political, and economic struggles must often forge new paths to make college entrance possible, even as dominant social narratives predict their failure. Faculty and administration endeavor to engage this emerging majority population and devote valuable time and resources to support structures meant to foster belonging and a sense of community. This article provides insight into the liminality of the university environment for this population and the communicative processes of college student identity development. Analysis reveals identity construction processes through the liminal practices of experimentation, reflection, and recognition are successful and complex, as students discursively position themselves as college students. Implications for intersectional research and liminality as space for possibility are discussed.

DEFINING A LEADER: The Leadership Identity Development of Latino Men

Research on college student leadership is evolving, with more scholars studying the influence of social identities on the development of student leaders. The evolving literature includes research on how race influences the leadership identity development of college students, which can support their retention and graduation from postsecondary institutions. Gaps exist in the literature on how the definitions of leaders and leadership influences leadership identity development for many social identities in numerous institutional contexts, including for Latino men. Using a case study methodology, we studied the how definitions of leaders and leadership influenced the leadership identity development of Latino men and how that influenced their placement in the LID model (Komives et al., 2005). Thirteen Latino men in the Southeastern U.S. were interviewed. Participants’ definitions and perspectives of leaders and leadership placed them all in the Leader Identified stage of the LID model. Implications for leadership educators regarding practice and research are provided.

An Exploration of Civic Identity in First-Generation College Students: From Charity to Solidarity

The intertwining effects of the college environment and first-generation status on student civic engagement have not been examined in detail, yet this information is essential to support the development of civic identity in college students. This study uses holistic, descriptive collective case study method to explore the civic engagement of first-generation college students at a large public university. Emergent themes correspond to first-generation college student identity development and four of the positions of civic identity development.

Third Space: The Need for Multiracial College Student Groups at University Counseling Centers

ABSTRACT Multiracial individuals have been simultaneously oppressed and neglected in U.S. society. Although the population of Multiracially-identifying individuals in the United States continues to grow, the predominant counseling literature continues to focus primarily on monoracial identity groups. This has significant implications for Multiracial individuals as they negotiate their space in society. Multiracial college students on predominately monoracial campuses are a particularly vulnerable group that can benefit from support in developing a positive racial identity. This paper offers a review of extant literature on the Multiracial experience in the United States and proposes the utility of Multiracial groups as a university counseling service for Multiracial college student identity development and support.

Using Intersectionality in Qualitative Research on College Student Identity Development: Considerations, Tensions, and Possibilities

Using Intersectionality in Qualitative Research on College Student Identity Development: Considerations, Tensions, and Possibilities

Saplings in the Hurricane: A Grounded Theory of College Trauma and Identity Development

Research confirms trauma as pervasive in college student populations. Yet, a literature gap exists regarding the intersection of trauma and college student development. The purpose of this constructivist grounded theory study, informed by situational analysis, was to understand how college student identity development is impacted by college trauma. Based on the experiences of 12 participants, a grounded theory model of college trauma and identity development emerged that includes three major components: (a) orienting systems that shape trauma meaning making; (b) identity sites where trauma meaning making connected to identity is made; and (c) a trauma-informed lens on self in the world.

Disability identity development model: Voices from the ADA-generation

BackgroundFor persons with disabilities, 2015 was a historic year, marking the 25th anniversary of the Americans with Disability Act (ADA) and the 40th anniversary of the passing of the Individuals with Disabilities Education Act (IDEA). It is important to consider the effects of this fundamental shift towards equal opportunity and participation on persons with disabilities' identity development. In practice, however, there are few empirical studies that have looked at this phenomenon and even fewer models of disability identity development. ObjectiveWe conducted a qualitative study to explore the disability identity development of college students with disabilities. MethodsAt two research sites, we conducted individual interviews and observations with 17 college students with varying disabilities, and used in vivo and structural coding analysis to identify and develop themes. ResultsThe results of this study led to establishing a model of psychosocial identity development for individuals with disabilities. The model highlights four developmental statuses: acceptance, relationship, adoption and engagement. Sharing voices from the participants themselves, we also provide commentary on the possible impacts of this work for healthcare professionals and areas for future research. ConclusionsOur findings suggest that this model of psychosocial disability identity development can help to provide an understanding of the psychological processes that individuals with disabilities go through. The model also has application as a framework for healthcare professionals and psychologists who are working with individuals with disabilities.

Identity Development of College Students: Advancing Frameworks for Multiple Dimensions of Identity by Susan R. Jones and Elisa S. Abes (review)

Identity Development of College Students: Advancing Frameworks for Multiple Dimensions of Identity by Susan R. Jones and Elisa S. Abes (review)

Exploring the Etiology of Ethnic Self-Hatred: Internalized Racism in Chicana/o and Latina/o College Students

Internalized racism is rarely discussed in student affairs. Despite the negative effects of internalized racism on the mental health and identity development of college students of color, little is known about its etiology. Based on theoretical conceptions, the author explores if perceived racism and/or U.S. acculturation act as predictors of internalized racism in the Chicana/o and Latina/o community. Using multiple linear regression, U.S. cultural identity and perceived interpersonal racism acted as predictors of internalized racism for Chicana/o and Latina/o college students. The implications of these findings and the need for further research are discussed.

The Impact of Short Term Study Abroad on the Identity Development of College Students with Learning Disabilities and/or AD/HD

This article explores the identity changes that college students with LD and/or AD/HD report after participating in a short-term study abroad program. The reflections of thirteen short-term study abroad participants, all of whom have been diagnosed with LD and/or AD/HD are presented. Particular attention is focused on the ways in which these identity changes impacted the students as learners and the factors unique to short-term study abroad that facilitated those identity changes. It concludes by proposing a model of identity development for students with LD and/or AD/HD and recommends methods for greater inclusion of students with LD and/or AD/HD in short-term study abroad programs. We hope that our findings will help to reframe notions about the ability and adaptability of students with LD and/or AD/HD, lower current barriers to participation in study abroad for students with LD and/or AD/HD, and contribute to the dynamic discussion currently underway about study abroad and student outcomes.

Stages of Identity Development Among College Students with Minority Sexual Orientations

This study examined the identity development of college students with gay, lesbian, bisexual, and other minority sexual orientations. A descriptive model was constructed that identifies six sequential stages of identity development experienced by individuals with minority sexual orientations: (1) Recognizing a Difference, (2) Reflective Observing, (3) Internalizing Reflective Observations, (4) Self-Identifying, (5) Coming into Proximity, and (6) Networking and Connecting. The research is one in a series of investigations that are intended to provide the foundation for developing theoretical constructs that complement existing literature by more inclusively describing the unique adjustment and developmental tasks experienced by diverse campus populations. Counseling implications of the six-stage model are presented.