Exploring the Cognitive Dimensions of Professional Socialization in Student Affairs.

Abstract

Although student affairs graduate preparation programs are designed to produce committed new professionals, the field continues to have a high rate of attrition (Evans, 1988; Lorden, 1998). With this in mind, previous research has examined the practices and conditions that promote “successful” professional socialization. While scholars have illuminated what happens to students as they are socialized in graduate school, we lack a sense of how individuals interpret their professional socialization experiences and the ramifications these interpretations have on workplace performance and retention in the field. Acknowledging this gap, this longitudinal qualitative study explored how 21 student affairs master’s candidates thought through their experiences as they were socialized in graduate school by leveraging the strengths of organizational (i.e., sensemaking) and student development (i.e., self-authorship) theories.

The findings indicated that student affairs graduate training has the potential to enhance, inhibit, or cease the development of self-authorship. Moreover, these varied developmental trajectories affected the extent to which individuals achieved the desired outcomes of professional socialization (e.g., values acquisition, commitment to the field). Furthermore, this study revealed that although student affairs graduate training relies on a model of continuity, new practitioners were frequently thrown by discontinuities within and between their coursework and fieldwork. When new practitioners resolved discrepancies, they moved towards favorable socialization outcomes. Conversely, when individuals could not restore understanding after severe or repeated disruption, they were less committed to careers in student affairs.

Additionally, this research added theoretical complexity to how we think about and use sensemaking and self-authorship theories. The findings highlighted that capacity for self-authorship didn’t influence where or when sensemaking was triggered, but it did shape how new practitioners engaged in sensemaking. Notably, participants’ framing and use of sensemaking resources was consistent with their developmental capacity for self-authorship. This particular finding extends sensemaking theory, which does not indicate how individuals prioritize sensemaking resources.

Ultimately, this research can be used to improve graduate training in student affairs with the hope of decreasing attrition over time. By retaining a greater proportion of knowledgeable and skilled practitioners, student affairs then may be better able to support college student learning, development, and matriculation.