Counseling, Higher Education & Special Education
Permanent URI for this communityhttp://hdl.handle.net/1903/2226
The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Counseling & Personnel Services; Education Leadership, Higher Education & International Education (excluding Organizational Leadership & Policy Studies); and Special Education.
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Item Positioned to handle the "peaks and valleys": Narratives of Black and spiritual students attending PWIs(2021) Hall, Terra Nicole; Moore, Candace M.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The interrelatedness of spirituality and race has been understudied in higher education (McGuire et al., 2017; Patton & McClure, 2009; Watson, 2006). Whereas existing scholarship has indicated religion and spirituality have been found to be important for Black college students (Chae et al., 2004), there is a need to distinguish between religion and spirituality (Paredes-Collins & Collins, 2011). Although religion may still be highly significant for some Black college students, growing evidence points to a shift in the general population away from formalized religion to one of individualized spirituality (Streib, 2008). Therefore, the current study sought to explore the intersection of racial and spiritual identities for Black undergraduate students and understand how self-identified Black and spiritual students experience support while attending predominantly white institutions (PWIs). A conceptual framework that included the radical healing framework (French et al., 2020) and Black liberation theology discourse (Cone, 1977) was used to frame the current study. In this critical constructivist narrative study, semistructured interviews and visual data served as data sources. The collected data from 13 Black and spiritual undergraduate students attending PWIs uncovered knowledge about the intersection of racial and spiritual identities. Specifically, findings illuminated Black and spiritual students’ definitions of spirituality, identification of on- and off-campus sources of support, and revelation into the emotions and feelings experienced by Black and spiritual students from encounters with people and spaces. Through an analytical approach of restorying, a parable was created to (re)present participants’ narratives. Findings from this study offer implications for student affairs’ practice and research. Student affairs practitioners are recommended to curate and maintain a list of on- and off-campus spaces, expand curricular and co-curricular opportunities to discuss race and spirituality, and increase agency for faculty and staff to address racial and spiritual identities with students. Future research should seek to study the intersection of racial and spiritual identities among graduate students, explore spirituality without a Christian lens, consider other institutional contexts outside of PWIs, probe into intersections of other marginalized social identities, and attend to these topics outside of an ongoing global health pandemic.Item PERSPECTIVES OF VETERANS IN HIGHER EDUCATION: EXPLORING THE TERM "STUDENT VETERAN" AND THE IDENTITY SHIFTS BETWEEN MILITRAY AND COLLEGE(2014) Hernandez Baron, Paola Maria; Griffin, Kimberly; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Given changes in the G.I Bill, warfare, and higher education, post 9/11 veterans are a unique and expanding college student population. The purpose of this narrative inquiry study was to better understand how post 9/11 student veterans perceive and identify with the term "student veteran." The findings suggest that "student veteran" is more than a label and shares some qualities of a social identity. The participants wanted to be treated as "regular students," but also valued what the term "student veteran" signifies including a unique sociohistorical, cultural, and personal context and history that framed their academic experience. Participants described the term as a way to uphold military culture amidst the more ambiguous college culture. Participants felt the term carries imposed meanings and judgments different from that which participants themselves attribute to it. Findings suggest both theoretical and applied implications for expanded cultural competency around interacting with heterogeneous student veteran populations.Item Examining Developmental Stages of Leadership for College Students: A Validation Study of the Leadership Identity Development Model(2011) Wagner, Wendy; Komives, Susan R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to confirm or disconfirm the leadership identity development (LID) model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006). The LID model identified six stages in the development of a leadership identity. Although used widely to inform the design of leadership development programs, it has not been validated by further research. This study used Q methodology to classify subjects with similar views of leadership into groups. The resulting groups were congruent with the stages of the LID model that are most frequently experienced during the college years. Thirty-nine subjects described their points of view about leadership and themselves as leaders through a 64-item card sort, placing the cards into piles along a continuum from strongly disagree to strongly agree. Principle components analysis was used to classify subjects into groups based on similarities in the card sorts. The way each of the four resulting groups described leadership was interpreted by examination of an aggregate card sort representing the views of the students in that group. These descriptions were compared to the stages of the LID model. Factor one from this study was similar to stages four through six of the LID model. There was no evidence distinguishing these three stages from each other in this subject sample. Factor two was similar to stage three with an independent view of self with others. Factor three was similar to stage three with a dependent view of self with others. Factor four had only a single subject, whose description did not readily fit into the LID model. Further research is needed to examine the LID stages experienced pre-college, as well as further exploration into whether LID stages four through six are truly distinct. However, the findings of this study do provide support for the existence of the stages of development most often experienced during the college years (stages three and four) as described in the LID model.Item Climate and Identity in the Career Experiences of Women Employed in the Chemical Industry(2006-05-02) Arseneau, Julie; Fassinger, Ruth E; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Despite recent gains in the literature on women's career development, scant information is available about women in nontraditional careers, including the sciences and engineering. The purpose of the present study was to utilize a qualitative methodology to investigate the experiences of 22 diverse women employed in the U.S. chemical industry in order to examine the role of workplace climate and demographic identity in their careers. Results of semi-structured interviews presented here suggest that formal and informal company policies impacted upon interviewees' perceptions of climate and that workplace support was a significant factor in managing general career challenges as well as those specific to demographic location. Differential influence of gender, race/ethnicity, sexual orientation, disability, geographic location, and functional area within the company were described by participants. Results also suggest that some participants may engage in identity management strategies as a way of negotiating unfavorable aspects of workplace climate.