A Narrative Examination of Early-Career Student Affairs Professionals' Sensemaking about Free Speech Events

Autor/inn/en	Duran-Leftin, Adam Z.; Duran, Antonio
Titel	A Narrative Examination of Early-Career Student Affairs Professionals' Sensemaking about Free Speech Events
Quelle	In: Journal of College Student Development, 62 (2021) 6, S.658-674 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Student Personnel Workers; Public Colleges; Freedom of Speech; Educational Experience; Context Effect; Supervisors; Mentors; Influences; Advocacy; Role; Educational History; Racism; Identification (Psychology) + Suchen Sie Ihr Suchwort? Redefreiheit; Bildungserfahrung; Influence; Einfluss; Einflussfaktor; Sozialanwaltschaft; Rollen; History of education; Bildungsgeschichte; Rassismus
Abstract	Using a constructivist narrative inquiry approach, this manuscript examined the stories of 10 early-career student affairs professionals to understand how they made sense of their experiences of free speech events at public higher education institutions. Each professional participated in three semi-structured interviews to provide insight on their roles and responsibilities relative to free speech events. Findings highlighted four main characteristics of early-career professionals' sensemaking: (a) referencing educational experiences, (b) wrestling with identity, (c) keeping in mind contexts, and (d) incorporating lessons from supervisors and mentors. As a result of their sensemaking, participants viewed themselves as advocates and bridge-builders for free speech events. However, potential negative ramifications, primarily the loss of employment, tempered the desire to actualize these roles. Implications for research and practice are offered. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01