Exploring the impact of identity on the experiences of entry-level men in student affairs (original) (raw)

An Exploration of Senior Student Affairs Officers' Career and Life Paths

2009

The researcher explored the career and life paths of male and female Senior Student Affairs Officers (SSAOs) using Super’s components of Work Salience and Career Maturity to examine gender differences and individual commonalities. Employing qualitative methods in the form of semi-structured interviews, I found common themes among the 10 participants: marital status, caregiving role, career planning, scheduling, and work experience. Understanding Career and Life Paths 39 Understanding the Career and Life Paths of Senior Student Affairs Officers Historically, student affairs administration has been viewed as a feminized profession (Hamrick & Carlisle, 1990) in which women outnumber men entering graduate preparation programs and the profession (Jones & Komives, 2001). Additionally, the values of the field, those of empowerment, advocacy, nurturing, and compassion, further enhance the feminization of student affairs (Hughes, 1989; Jones & Komives, 2001). Within the past few years, the s...

Manning, K., Kinzie, J., & Schuh, J. H. (2014). One size does not fit all: Traditional and innovative models of student affairs practice. (2nd ed.). New York: Routledge

Journal of Student Affairs in Africa, 2014

This book, an update of a 2007 edition, describes eleven models of student affairs practice, divided between 'traditional' and 'innovative' types. The authors, all respected scholars of student affairs and higher education, draw from several sources to describe and differentiate these models, including extensive historical and theoretical grounding, their own experience, and data from the National Survey of Student Engagement (NSSE) and the related DEEP (Documenting Effective Educational Practice) study, which described universities that had both higher than predicted NSSE scores and graduation rates.

In the Middle: How the Experience Defines Mid-Career for Student Affairs Professionals

Online Submission, 2007

Major Study Findings 186 Implications 189 Future Research 195 Conclusion References 205 Appendix A Appendix B Appendix C CHAPTER ONE professionals. This chapter will examine that research which comes, primarily, from two venues: 1) research on mid-career professionals in private industry; how career stage research, including adult learning and transition, provides context for this particular study; and 2) research on faculty which concentrates on the mid-career stage of faculty development. This provides some parallels between research on mid-career faculty and that of mid-career professionals in student affairs. This chapter will also concentrate on a discussion of the three career stages in the student affairs field: new professionals just entering the field, individuals at mid-career, and senior student affairs officers. Particular emphasis will be put on the past and current state of research on student affairs professionals at mid-career, particularly on its maturity as a field of investigation. This review will conclude with a section detailing issues relevant to retention and attrition of student affairs professionals, the purpose being to provide a contextual link between the experiences, professional development and satisfaction of mid-career student affairs professionals and their desire to remain in the field.

Understanding the beliefs, skills, and behaviors of practitioners and professionals working in student affairs

2012

partner in life, Reverend Christy C. Correll-Hughes, this doctoral journey would not have been possible. Thank you for believing in me, being my biggest fan, and choosing me every day. People often asked how I did this doctoral education with young children, but Brooks and Lucy have provided the energy to do this and I will forever be thankful for the time with them that I have had during these three years. Diane Cooper has been a source of consistency for me throughout this program and has always been the advisor I needed, always available as a sounding board, holding me to my word, providing gentle encouragement, and consistent direction. This profession is fortunate to count her among its senior scholars and the University of Georgia among its faculty. Laura Dean has always asked me the right questions at the right time during this process, which profoundly affected the direction of my study. Diane Samdahl has provided me sound counsel on the intricacies of questionnaire design. Bill McDonald has been a mentor to me in this last year and a half and has been a constant source of encouragement. Dick Mullendore facilitated the class in which the topic for this dissertation became clear. Merrily Dunn and Michele Espino provided classroom instruction throughout this program for which I am truly grateful. The company of fellow travelers along this journey, fellow and former doctoral students not only in my program, but in other programs at UGA and across the globe, has helped me tremendously. Conversations both in-class and out-of-class with Dallin vi