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Aellig, John

College of Education and Social Services

2014

M. Ed.

This thesis is an exploration of how the social justice education found in higher education student affairs programs, and the student affairs field in general, has an affect on quarterlife, first-generation college students and graduates. Many first-generation students who enter the student affairs field are poorly equipped to handle the emotional stress that accompanies adopting a social justice based philosophy, and this carries with it the possibility of alienating them from family and friends. My hope is that this thesis will give insight to how quarterlife, first-generation college students/graduates can overcome the obstacles associated with this phase of identity examination.
As a young, white male from a semi-blue collar background, who is a first-generation college student and a student affairs professional, the methodology of Scholarly Personal Narrative (SPN) appeals to me the most in exploring how my personal narrative can be used to educate others. Therefore, I will be using SPN to highlight a portion of my life's journey, from my experience as a Resident Assistant as an undergraduate through my time in graduate school at U.V.M. in a degree program focused on student affairs, up until gaining my first position as a student affairs professional. Through this journey I will provide a takeaway bor both pre-professional and professional staff.