Patricia M. King, Rosemary J. Perez, James P. Barber
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Variability Patterns in Self-Authorship Trajectories: Complicating Understanding of Development
Abstract: This descriptive qualitative study identified variability patterns in students' self-authoring capacities during college. To do so, we developed a procedure for examining shifts in students' self-authorship positions between each of four years of college; these were identified through annual interviewswith 131 students from six colleges or universities. Although virtually all students developed toward self-authorship, steady development each year was relatively rare, and occurrences of both stasis and regression were quite common, suggesting that development is more variable than consistent or linear. We also explored differences by race/ethnicity and gender and discussed implications for educators.
期刊介绍:
The official journal of the Association for the Study of Higher Education (ASHE), The Review of Higher Education provides a forum for discussion of issues affecting higher education. The journal advances the study of college and university issues by publishing peer-reviewed articles, essays, reviews, and research findings. Its broad approach emphasizes systematic inquiry and practical implications. Considered one of the leading research journals in the field, The Review keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today.