UVM Theses and Dissertations
Format:
Print
Author:
Callanta, Gretchenrae M.
Dept./Program:
College of Education and Social Services
Degree:
M. Ed.
Abstract:
Identity development theories are used in Higher Education to assess where a person is in their development, determine their needs, and move his/her/hir to the next stage. Many see this as the foundation of our work as student support services and educators but do not realize when it is taken too far. Higher Education does a disservice to students by utilizing labels and identity development models that are deemed irrelevant by the student.
Rooted in the author's experience as a queer woman of color, this Scholarly Personal Narrative (SPN) is about the need for spaces in Higher Education where one can express their authentic self. This work revisits the current use of identity development models and suggests ways in which, staff, faculty, and parents can take a more collaborate approach with a student's identities. This SPN also explores how language surrounding identities can be redefined and reclaimed if allowed the space. As our college campuses become more diverse, it is necessary to prioritize how our environments are encouraging students towards authentic wholeness. That way, we can create meaningful and effective spaces where students are affirmed and comfortable in their authentic selves. The reward is priceless: a healthier, more engaged campus community committed to the growth and potential of each student's selfhood. The movement from identity development to authentic wholeness starts now.
Rooted in the author's experience as a queer woman of color, this Scholarly Personal Narrative (SPN) is about the need for spaces in Higher Education where one can express their authentic self. This work revisits the current use of identity development models and suggests ways in which, staff, faculty, and parents can take a more collaborate approach with a student's identities. This SPN also explores how language surrounding identities can be redefined and reclaimed if allowed the space. As our college campuses become more diverse, it is necessary to prioritize how our environments are encouraging students towards authentic wholeness. That way, we can create meaningful and effective spaces where students are affirmed and comfortable in their authentic selves. The reward is priceless: a healthier, more engaged campus community committed to the growth and potential of each student's selfhood. The movement from identity development to authentic wholeness starts now.