Study Document
Pages:2 (895 words)
Sources:2
Subject:Health
Topic:Psychosocial Development
Document Type:Research Paper
Document:#23577823
Student Social Identity Development
How and Why Students Develop a Social Identity
What is meant by Student Development?
Author Nancy J. Evans notes that the phrase "Student Development" too often becomes simply a vague catchphrase that has little application to college students' lives and learning. Student Development embraces the psychosocial, cognitive-structural, and social identity of students in postsecondary settings (Evans, et al., 2009).
In the quest for self-direction, students universally seek a social identity as well as an education that can propel them into meaningful, successful careers.
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., and Renn, K.A. (2009). Student Development in College: Theory, Research, and Practice.
Introduction to Training Session
Clearly college and university students already have an identity when they enroll in classes, although their more mature individual identity in the social milieu will evolve with time. This training session embraces the question of how and why a student's social identity develops. It offers insights and values academic advisors need to understand and to put into use.
Thesis: Approaching scholarship while simultaneously achieving an identity with / in a specific social echelon is a crucial dual role for students transitioning into believable adults.
Students move through stages
The development of a social identity along with knowledgeable skills (learning, doing, thinking and knowing) cannot be easily separated in the life of a college student, Heer explains, referencing research by Barab and Duffy (1998).
Chad Hanson (2014) explains that since individuals are transitioning from one developmental stage (which is young adulthood) into their next developmental stage (adulthood), there is a strong link between a student's personal identity and their emerging social identity. Mirroring Heer's views, Hanson sees college as a place for intellectual development and advancement, while at the same time students build a sense of self through their social location and their parallel social roles.
Hanson, C. (2014). In Search of Self: Exploring Student Identity Development: New Directions for Higher Education, Number 166. Hoboken, NJ: John Wiley & Sons.
4
Learning is Social & Academic
Each individual has a unique past and each person's identity is based on the experiences and the environment that person was raised in throughout his or her formative years. But when the individual enters college, according to author Rex Heer, learning becomes more than an academic process; it in fact becomes a social process as well (Heer, 2008).
Heer references Henri Tajfel's theories on social categorization and social identity, which include the idea that social identity relates to a person's overall self-concept, and the concept of self is based on a person's interactions with group-specific identities (Heer).
Heer, R. (2008). Exploring the Congruence of Ethic Minority Millennial Students' Transition to College,…
Works Cited
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., and Renn, K.A. (2009). Student
Development in College: Theory, Research, and Practice. Hoboken, NJ: John Wiley & Sons.
Hanson, C. (2014). In Search of Self: Exploring Student Identity Development: New
Directions for Higher Education, Number 166. Hoboken, NJ: John Wiley & Sons.
Study Document
Professional Student Athletes
The Raw Numbers
Eligibility
Advantages of Sport
Research Questions or Research Hypotheses
Selection of Subjects
Assumptions or Limitations
Data Processing and Analysis
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Questions related to academic priority
Questions related to role models
Questions related to advantages
Implications for Practice
Questions related to support and pressure
Implications for Practice
Study Document
Still, Mason indicates that the opposite is often true in public education settings, where educators, parents and institutions collectively overlook the implications of research and demands imposed by law. Indeed, "despite the IDEA requirements, research results, teacher perceptions, and strong encouragement from disabilities rights advocate, many youth have been left out of IEP and self-determination activities. For example, 31% of the teaches in a 1998 survey reported that they
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attitudes and values of high school students. Reforms to the high school system in the United States are also explained. Additionally, the reason why students need not be involved in the planning of reforms is elucidated. High School Students: their Attitudes and Values Of a crucial age, climbing a milestone, conscious to their fullest with no fear of prospects, high school students have interested researchers and policy makers for centuries. They
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(Thompson, Morse, Sharpe and Hall, 2005, p.40) The work of Vaughn, Levy, Coleman and Bos (2002) entitled: "Reading Instruction for Students with LD and EBD" published in the Journal of Special Education repots a synthesis of "previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (EBD)." (p.1) a systematic process of review of research conducted between 1975 and 2000 is stated to have "yielded
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Pedagogic Model for Teaching of Technology to Special Education Students
Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more
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S. were "proficient in reading and math," Pytel explains. These statistics "loudly states that students entering high school" are simply not prepared, Pytel goes on. Moreover, U.S. students do not fare well on the international educational stage. At a time when globalization has brought much closer linkage between cultures, economies, and countries, American school children are lagging behind. The justification for focusing on strategies to keep children interested in school