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Development of Professional Identity Through Socialization in Graduate School
-
Debora L. Liddell
,
Maureen E. Wilson
Published/Copyright:
January 31, 2014
Abstract
Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and experiences and measures of professional identity. Out-of-class experiences were perceived to have a stronger influence than in-class experiences. Implications for graduate preparation programs and supervisors are discussed.
Published Online: 2014-01-31
Published in Print: 2014-02
© 2014 by Walter de Gruyter GmbH & Co.
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Articles in the same Issue
- Innovations in Research and Scholarship Features
- The Role of Social Perspective-Taking in Developing Students’ Leadership Capacities
- Showing the Love: Predictors of Student Loyalty to Undergraduate Institutions
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- Innovations in Practice Features
- Building Bridges: Using the Office Consultation Project to Connect Students to Theory and Practice
- Media Features and Reviews
- Media Review: Intersections of Religious Privilege: Difficult Dialogues and Student Affairs Practice
- Media Review: Working-Class Minority Students' Routes to Higher Education
- Media Review: Breaking Through the Access Barrier: How Academic Capital Formation Can Improve Policy in Higher Education
- Media Review: Transformative Learning Through Engagement: Student Affairs Practice as Experiential Pedagogy
- Media Review: Decisions Matter: Using a Decision-Making Framework With Contemporary Student Affairs Case Studies
