Holistic identity development in undergraduate students: A narrative inquiry and self-study

Peer reviewed: 
No, item is not peer reviewed.
Date created: 
2018-07-04
Identifier: 
etd10774
Keywords: 
Identity
Development
Undergraduate
University
Teaching
Narrative
Abstract: 

Holistic approaches to university student development have recently gained traction in higher education research and practice, inciting the need for researchers, policy-makers and educators to understand the processes through which undergraduate students develop their identities within their institutional context. This work analyzed the narratives of upper-year undergraduate students in one postsecondary institution to determine factors that contributed to their holistic identity development. Findings revealed thematic personal and institutional factors, both in classroom environments and the broader university setting, that influenced students’ cognitive, social and internal development. Participants’ discussions of influential professors elicited opportunities for how educators might work to facilitate holistic identity development within the classroom context specifically. This study signifies the prominent need for higher education institutions to take an integrative approach to undergraduate students’ identity development. Further research might determine variances in experiences and factors that contribute to holistic development, across institutional contexts and student demographics.

Document type: 
Thesis
Rights: 
This thesis may be printed or downloaded for non-commercial research and scholarly purposes. Copyright remains with the author.
File(s): 
Supervisor(s): 
Allan MacKinnon
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) M.A.
Statistics: