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Becoming a Woman for Herself and for...

Cornelius, Lisa M.,

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Becoming a Woman for Herself and for and with Others: A Constructivist Grounded Theory Study of the Identity Development of White College Women Educated at Jesuit Colleges and Universities Engaged in Racial Justice Ally Behavior /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Becoming a Woman for Herself and for and with Others: A Constructivist Grounded Theory Study of the Identity Development of White College Women Educated at Jesuit Colleges and Universities Engaged in Racial Justice Ally Behavior // Lisa M Cornelius.
Author:	Cornelius, Lisa M.,
Description:	1 electronic resource (280 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Higher education administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30509739
ISBN:	9798379445393

Becoming a Woman for Herself and for and with Others: A Constructivist Grounded Theory Study of the Identity Development of White College Women Educated at Jesuit Colleges and Universities Engaged in Racial Justice Ally Behavior /
Cornelius, Lisa M.,

Becoming a Woman for Herself and for and with Others: A Constructivist Grounded Theory Study of the Identity Development of White College Women Educated at Jesuit Colleges and Universities Engaged in Racial Justice Ally Behavior /Lisa M Cornelius. - 1 electronic resource (280 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

This constructivist grounded theory study conceptualized how White women educated at Jesuit colleges and universities and engaged in racial justice ally behavior developed their identities as White women and racial justice allies. Nine participants from six different Jesuit universities engaged with the researcher through two interviews and a written reflection. A model of identity development was constructed utilizing Charmaz's (2014) constructivist grounded theory data collection and analysis methodologies, along with critical and feminist perspectives. The constructed model focuses the processes associated with development of four salient identities--White, woman, White woman, and racial justice ally. Specifically, these developmental processes are characterized as evolving identity as White, defining identity as a woman, integrating identity as a White woman, and choosing identity as a racial justice ally. Within this model, development progresses through subprocesses characterized as subprocesses of reflection or action that give meaning to the identity development experiences. The model also considers the influence of family, community, education, and faith and the influences of the current events and the Jesuit higher education context. This study and the resulting model of identity development contribute to the scholarship of the identity development of White women and racial justice allies while offering implications for and critiques of the role of institutional context in these developmental processes.

English

ISBN: 9798379445393Subjects--Topical Terms:

2122863
Higher education administration.
Subjects--Index Terms:

White women

Becoming a Woman for Herself and for and with Others: A Constructivist Grounded Theory Study of the Identity Development of White College Women Educated at Jesuit Colleges and Universities Engaged in Racial Justice Ally Behavior /
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520 $a This constructivist grounded theory study conceptualized how White women educated at Jesuit colleges and universities and engaged in racial justice ally behavior developed their identities as White women and racial justice allies. Nine participants from six different Jesuit universities engaged with the researcher through two interviews and a written reflection. A model of identity development was constructed utilizing Charmaz's (2014) constructivist grounded theory data collection and analysis methodologies, along with critical and feminist perspectives. The constructed model focuses the processes associated with development of four salient identities--White, woman, White woman, and racial justice ally. Specifically, these developmental processes are characterized as evolving identity as White, defining identity as a woman, integrating identity as a White woman, and choosing identity as a racial justice ally. Within this model, development progresses through subprocesses characterized as subprocesses of reflection or action that give meaning to the identity development experiences. The model also considers the influence of family, community, education, and faith and the influences of the current events and the Jesuit higher education context. This study and the resulting model of identity development contribute to the scholarship of the identity development of White women and racial justice allies while offering implications for and critiques of the role of institutional context in these developmental processes.
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