Understanding Context: Cultural, Relational, & Psychological Interactions in Self-Authorship Development

被引：18

作者：

Pizzolato, Jane Elizabeth ^{[1
]}

Tu-Lien Kim Nguyen ^{[1
]}

Johnston, Marc P. ^{[1
]}

Wang, Sherry ^{[2
]}

机构：

[1] Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Los Angeles, CA 90095 USA

[2] Univ Calif Los Angeles, Sch Social Work, Los Angeles, CA 90095 USA

来源：

JOURNAL OF COLLEGE STUDENT DEVELOPMENT | 2012年 / 53卷 / 05期

关键词：

ETHNIC-IDENTITY DEVELOPMENT; MEANING-MAKING CAPACITY; MULTIPLE DIMENSIONS; COLLEGE-STUDENTS; DISSONANCE; DIVERSITY; MODEL;

D O I：

10.1353/csd.2012.0061

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Existing research points toward dissonance as the primary catalyst in self-authorship development. This study investigated the cultural relevance of current conceptions of dissonance's role in self-authorship development. A total of 166 participants of color were recruited from three large public research universities from different regions in the United States. The results of our qualitative study suggest two kinds of dissonance lead to self-authorship development: Identity dissonance and relationship dissonance, and that type of dissonance experienced impacts developmental pathways. The implications of our results suggest that there is a need to further specify the current understandings of the catalysts and processes involved in self-authorship development.

引用

页码：656 / 679

页数：24

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