Negotiating identity development among undocumented immigrant college students: A grounded theory study.

Lauren M. Ellis; Eric C. Chen

doi:10.1037/a0031350

A Journey Not Walked Alone: Who are the Influential Adults Identified by Catholic-Raised Young Adults during their Religious Identity Development?

Journal of Youth and Theology ◽

10.1163/24055093-bja10001 ◽

2020 ◽

Vol 19 (1) ◽

pp. 4-24

Author(s):

Danielle Vaclavik ◽

Kelly Velazquez ◽

Jakob Carballo

Keyword(s):

College Students ◽

Young Adults ◽

Grounded Theory ◽

Identity Development ◽

Religious Identity ◽

Crucial Role ◽

Growing Up ◽

Adult Type ◽

Future Studies ◽

Catholic College

Interactions with adults may play a crucial role in youths’ religious identity development. However, who these adults are and how they are influential is under explored. Twelve Catholic and twelve former Catholic college students were interviewed about their experiences growing up Catholic focusing on influential adults. Interviews were analyzed using modified grounded theory. Adult type categories were identified. Implications and future studies are discussed.

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Transborder Identity Development: A Photovoice Constructivist Grounded Theory Study of Transfronterizx Students in Postsecondary and Higher Education at the San Diego-Tijuana Border Region

10.5642/cguetd/236 ◽

2021 ◽

Author(s):

◽

Vannessa Orta

Keyword(s):

Higher Education ◽

Grounded Theory ◽

Identity Development ◽

San Diego ◽

Higher Education Institutions ◽

Social Identities ◽

Border Region ◽

Constructivist Grounded Theory ◽

Developmental Processes ◽

Grounded Theory Study

The purpose of this photovoice constructivist grounded theory study is to illustrate the intersections and developmental processes of a transborder identity among Transfronterizx students in postsecondary and higher education institutions at the San Diego-Tijuana border region by examining the psychosocial and cognitive-structural factors that influenced their social identities. To generate the findings of this study, I conducted 11 photovoice focus groups and 20 one-on-one photovoice interviews in three grounded theory data collection and analysis phases, consisting of 691 photos with 32 current and former Transfronterizx students in postsecondary and higher education institutions at the San Diego-Tijuana border region. The intersections and developmental processes of a transborder identity are illustrated in a model grounded by the thoughts, feelings, and experiences participants shared about their academic trajectories, transborder performances and salient social identities at the San Diego-Tijuana borderlands. Transborder identity is defined by five in-vivo themes representing the meanings Transfronterizx students ascribed to themselves in relationship to others and their environment at the San Diego-Tijuana borderlands: (1) "We Speak English, We Speak Spanish, We Speak Spanglish," (2) "Soy De Aquí y Soy de Allá" (3) "Building Bridges, Not Walls," (4) "We Have to Adapt to Live in these Situations" and (5) "Las Ganas de Salir Adelante." The findings also illustrate the current realities lived by Transfronterizx students during the COVID-19 pandemic. Implications for future research, practice and policy centered on fostering the development and success of Transfronterizx students in postsecondary and higher education institutions at the San Diego-Tijuana border region are addressed.

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Transitions to fatherhood: a constructivist grounded theory study

10.7190/shu-thesis-00412 ◽

2021 ◽

Author(s):

◽

Suzanne Hodgson

Keyword(s):

Grounded Theory ◽

Identity Development ◽

Constructivist Grounded Theory ◽

Future Research ◽

Structured Interviews ◽

Policy And Practice ◽

Future Health ◽

Grounded Theory Study ◽

The North ◽

First Time

Fathers who are involved with their infants have the potential to make significant positive contributions to their children’s future health, wellbeing, and development. Transitions to fatherhood and the factors that shape those experiences, for some men, are poorly understood. There is a need for an improved awareness of the experiences of first-time fathers to inform policy and practice and improve support and outcomes for these men and their families. The primary aim of this work was to explore contemporary transitions to fatherhood. To this end, a constructivist grounded theory study (CGTM) was undertaken. Twelve new fathers were recruited in the North of England and data were gathered from semi-structured interviews where participants shared their experiences and perspectives of becoming fathers for the first time. Concepts relating to becoming and being fathers were explored in addition to fatherhood identity development. Following analysis of the data via processes fundamental to CGTM, the core category of reconciling father identities was constructed consisting of three theoretical categories: anticipating fatherhood, tensions in fathering and the fluidity of fathering. All participants had strong aspirations for involved fathering performances and took steps to prepare for their new roles. However, they faced various tensions in the workplace, in healthcare and in the normative, often traditional, expectations influenced by social and structural gendered norms. The father roles that they were ascribed by others frequently did not fit with their aspirations during pregnancy and the early months as fathers. They therefore found themselves working through periods of identity reconciliation which impacted upon their self-concept as fathers, their parenting confidence, and their parenting autonomy. Broader consideration of the needs of fathers is required across the arenas in which they perform fatherhood to support the development of positive father identities. This has the potential to benefit the wellbeing of the men themselves, their partners, and their infants. The implications for workplace, healthcare policy and practice are offered including suggestions for future research.

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Career Counselors Self-Disclosing to First-Generation College Students: A Grounded Theory Study

Journal of Career Development ◽

10.1177/0894845320941251 ◽

2020 ◽

pp. 089484532094125

Author(s):

Pamela E. Krieger Cohen ◽

Ane Turner Johnson

Keyword(s):

College Students ◽

Grounded Theory ◽

First Generation ◽

Career Exploration ◽

First Generation College Students ◽

Bachelor's Degree ◽

College Experiences ◽

Student Life ◽

Grounded Theory Study ◽

First Generation College

Financial security is cited among reasons why first-generation college students (FGCS) pursue higher education, yet the literature advocating the pursuit of a bachelor’s degree for its perceived value in the employment marketplace fails to include the need for career exploration and planning during the college years. The purpose of this grounded theory study was to examine how career counselors who had been the first in their families to go to college use their personal experience to support current FGCS. The findings of the study suggest that career counselors who share personal, relevant stories from their own college experiences can counter students’ feelings of isolation and confusion regarding career exploration and planning. Further, findings suggest that career counselors who actively partner with academic and student life colleagues on their campuses help FGCS students form a network of contacts, subsequently creating equitable social capital opportunities for all students.

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Satisfaction With College Major: A Grounded Theory Study

NACADA Journal ◽

10.12930/nacada-14-026 ◽

2015 ◽

Vol 35 (2) ◽

pp. 5-14 ◽

Cited By ~ 5

Author(s):

Amy Milsom ◽

Julie Coughlin

Keyword(s):

College Students ◽

Grounded Theory ◽

College Major ◽

Extensive Literature ◽

Personal Reflection ◽

Career Awareness ◽

Grounded Theory Study ◽

Choice Of Major ◽

Emergent Theory ◽

Initial Choice

All college students must eventually choose and complete a major. Many switch majors, and some change it multiple times. Despite extensive literature addressing factors that influence students' initial choice of major, few scholars have examined students' experiences after enrollment in a selected major. In this study, we used a grounded theory study to investigate the experiences of 10 college students in their major with an emphasis on factors that influenced their (dis)satisfaction. An emergent theory explains the development of (dis)satisfaction with choice of college major by highlighting factors related to self and career awareness as well as personal reflection. Implications for college academic advisors are shared.

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