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At the intersection of self, communi...

Dauberman, Judy L.

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At the intersection of self, community, and culture: Emerging academic and professional identities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	At the intersection of self, community, and culture: Emerging academic and professional identities./
作者:	Dauberman, Judy L.
面頁冊數:	264 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1247.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3128373
ISBN:	0496756354

At the intersection of self, community, and culture: Emerging academic and professional identities.
Dauberman, Judy L.

At the intersection of self, community, and culture: Emerging academic and professional identities. - 264 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1247.

Thesis (Ph.D.)--Stanford University, 2004.

Internship opportunities for college students who are in the nascent stages of their career development serve as a foundation for the development of identities and provide learning experiences that have long-term consequences for academic and professional development. Students enter into internships with prior educational and professional trajectories and bring to their learning experiences self-processes that are integral to identity formation (Connell, 1990). Learning communities, to which the students-as-interns are seeking membership, also have motivations, interests, and goals that co-participate in the students' identification processes (Wenger, 1998). Further, individuals and the communities to which they are seeking membership influence and are influenced by the wider cultural worlds of like-minded practitioners (Holland, Lachicotte, Skinner, and Cain, 1998).

ISBN: 0496756354Subjects--Topical Terms:

1017560
Education, Educational Psychology.

At the intersection of self, community, and culture: Emerging academic and professional identities.
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100 1 $a Dauberman, Judy L. $3 1934540
245 1 0 $a At the intersection of self, community, and culture: Emerging academic and professional identities.
300 $a 264 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1247.
500 $a Adviser: James G. Greeno.
502 $a Thesis (Ph.D.)--Stanford University, 2004.
520 $a Internship opportunities for college students who are in the nascent stages of their career development serve as a foundation for the development of identities and provide learning experiences that have long-term consequences for academic and professional development. Students enter into internships with prior educational and professional trajectories and bring to their learning experiences self-processes that are integral to identity formation (Connell, 1990). Learning communities, to which the students-as-interns are seeking membership, also have motivations, interests, and goals that co-participate in the students' identification processes (Wenger, 1998). Further, individuals and the communities to which they are seeking membership influence and are influenced by the wider cultural worlds of like-minded practitioners (Holland, Lachicotte, Skinner, and Cain, 1998).
520 $a This research focused on identity development in college students and sought to answer the question: How do academic and/or professional identities evolve through college students' participation in internship learning environments, and what are the interactional processes that are most salient in the students' developing identities?
520 $a Twenty-five college students who participated in a yearlong internship program were interviewed during the 12-month period. Twelve students were selected for an in depth study. In addition, significant others who worked directly with the student interns were interviewed to ascertain a sense of the communities' practices that influenced the students' identification processes.
520 $a The results of the interviews showed the students' educational and professional trajectories, interests, and goals, and the communities' interests and motivations contributed to the students' sense of identification with both their local communities of practice and the wider cultural worlds of like-minded practitioners. Further, the students' sense of identification was related to their ability for self-authorship (Baxter Magolda, 1999), and to the communities' capacity for supporting the students' development of competency, autonomy, and relatedness in their work (Connell, 1990).
520 $a Future studies on identity development in college students should focus on the interaction between the individual, community and cultural environments. Colleges and universities programs that focus on students' academic and professional identity development should consider identity formation as a co-construction between individuals and the learning communities in which they engage, and should design learning environments that support students' academic and professional identity development.
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