scholarly journals Interpersonalizing cultural difference: A grounded theory of the process of interracial friendship development and sustainment among college students.

2020 ◽  
Author(s):  
Tara D. Hudson
Keyword(s):  
College Students ◽  
Grounded Theory ◽  
Cultural Difference ◽  
Friendship Development ◽  
Interracial Friendship

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

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.

Formal Operational Thought among African and Canadian College Students

1989 ◽  
Vol 64 (1) ◽  
pp. 43-46 ◽  
Author(s):  
Tuntufye S. Mwamwenda ◽  
Bernadette B. Mwamwenda
Keyword(s):  
College Students ◽  
South African ◽  
Cultural Difference ◽  
Proportional Reasoning ◽  
African Students ◽  
Success Criterion

The purpose of this study was to examine evidence for formal operational thought among Canadian and African college students, drawn from Edmonton, Canada and Umtata, Transkei, South African, who were tested on propositional and proportional reasoning. Both Canadian and African students surpassed the 75% criterion for propositional reasoning, whereas only Canadians attained the 50% success criterion on proportional reasoning. There was a cultural difference in favour of Canadians on performance of both tasks.

The Effect of Debate Training on Argumentation Skills: The Developmental Process for Japanese College Students

2015 ◽  
Vol 3 (1-2) ◽  
pp. 4-12 ◽  
Author(s):  
Nakano Mika ◽  
Maruno Shun’ Ichi
Keyword(s):  
College Students ◽  
Community Of Practice ◽  
Cultural Difference ◽  
Developmental Process ◽  
Learning System ◽  
Japanese Education ◽  
Novice Learners ◽  
Parliamentary Debate ◽  
Mental Blocks

Abstract How do students acquire argumentation skills through debating? Although attempts have long been made to answer this question, a common limitation of previous studies is the tendency to ignore the potential of college students who learn how to argue in a community of practice. Cultural difference is also an important theme in argumentation studies, as individuals and a community co-construct the quality of their arguments. In Japanese education, argument is rarely taught in classes. Nakano (2007) pointed out that Japanese students tend to hesitate when arguing with friends, and are low in approach argumentativeness and high in avoidance argumentativeness, compared to other Asian countries. Parliamentary Debate (PD) is most popular and is effective for novice learners of argument (Inoue & Nakano, 2006). Every stage of debating, such as preparation, debate rounds, reflection and so on, forms a cyclic learning system, and this functions as an ideal community of practice (Lave & Wenger, 1991). The present study aims at exploring how members of a community acquire argumentation skills through debating. First, we identify patterns of argument produced in the community during a session. Second, we analyse transitional patterns, focusing on individual differences. In order to teach reasoning and persuasion to those who are especially unwilling to oppose someone, we need to have them realize their improvement with confidence by reducing their mental blocks.

Social Class Fragility and College Students’ Career Decision-Making at a Private University

2017 ◽  
Vol 46 (2) ◽  
pp. 112-129
Author(s):  
Keaton C. Muzika ◽  
Aaron Hudyma ◽  
Patton O. Garriott ◽  
Dana Santiago ◽  
Jessica Morse
Keyword(s):  
College Students ◽  
Decision Making ◽  
Grounded Theory ◽  
Social Class ◽  
Undergraduate Students ◽  
Private University ◽  
Career Decision ◽  
Career Decision Making ◽  
Career Interventions

The present study examined the role of social class in the career decision-making of undergraduate students attending a private university. Grounded theory was used to describe the process of social class and undergraduates’ career interests and plans. Interviews with undergraduate students ( N = 21) resulted in four categories and 13 axial codes. The grounded theory emerging from the data was labeled, social class fragility. Social class fragility captured the career goals and behaviors associated with participants’ striving for an acceptable career choice, based upon their social class contexts. The contextual factors described by participants included relational influences, social class consciousness, and vocational privilege. Results are discussed in terms of career interventions with college students attending universities that encapsulate upper middle-class norms.

Leisure-Time Physical Activity: Experiences of College Students With Disabilities

2016 ◽  
Vol 33 (2) ◽  
pp. 176-194 ◽  
Author(s):  
Mary Ann Devine
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Grounded Theory ◽  
Students With Disabilities ◽  
Young Adulthood ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Experimental Phase ◽  
College Students With Disabilities ◽  
Type Of Behavior

College years are an experimental phase in young adulthood and can lay the foundation for lifelong behaviors. One type of behavior developed during these years is the use of leisure-time physical activity (LTPA). LTPA experiences of typical college students have been examined, but there is a lack of studies examining the experiences of students with disabilities. The purpose of this inquiry is to understand the experiences of college students with disabilities and their LTPA, with focus on factors that facilitate or create barriers to engagement. Grounded theory was used to understand LTPA with undergraduates with mobility or visual impairments. Results indicated a theme of culture of physical activity and disability as they received a message that engagement in LTPA was “unnecessary” or “heroic,” which altered their LTPA experiences. Barriers to LTPA can be understood through a social relational lens to recognize the multidimensionality of barriers and facilitators to LTPA.

A Model of First-Generation Latino/a College Students' Approach to Seeking Academic Information

2006 ◽  
Vol 26 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Vasti Torres ◽  
Al Reiser ◽  
Lucy LePeau ◽  
Laura Davis ◽  
Jeffrey Ruder
Keyword(s):  
College Students ◽  
Grounded Theory ◽  
Financial Aid ◽  
First Generation ◽  
Practice Theory ◽  
Student Population ◽  
Faculty Members ◽  
Research Practice ◽  
Grounded Theory Methodology ◽  
Academic Information

Using grounded theory methodology, we examined the experiences of first-generation Latino/a college students. Themes emerged in students' interactions with and perceptions of peers, advisors, and faculty members. A model derived from the data was developed to describe the unique ways first-generation Latino/a students sought information relating to classes, transferring, financial aid, and careers. We conclude the article with six recommendations and a discussion of how advisors might work with the Latino/a student population. Relative emphasis: research, practice, theory

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