Nuancing Political Identity Formation in Higher Education: A Phenomenological Examination of Precollege Socialization, Identity, and Context

Autor/in	Morgan, Demetri L.
Titel	Nuancing Political Identity Formation in Higher Education: A Phenomenological Examination of Precollege Socialization, Identity, and Context
Quelle	In: Journal of Diversity in Higher Education, 14 (2021) 1, S.12-24 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morgan, Demetri L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000153
Schlagwörter	Political Attitudes; Phenomenology; Self Concept; College Students; Student Attitudes; Socialization; Individual Development; Kindergarten; Elementary Secondary Education; Student Participation; Political Issues; Student Characteristics; Occupational Aspiration; State Universities; Self Determination + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; Phenomenological psychology; Phänomenologie; Psychologie; Selbstkonzept; Collegestudent; Schülerverhalten; Socialisation; Sozialisation; Individuelle Entwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Politischer Faktor; Berufsneigung; Berufsziel; Staatliche Universität; Selbstbestimmung
Abstract	Previous research in higher education often considers social identity characteristics and how they intersect with a range of educational outcomes. Yet, few studies have investigated how higher education informs both the development of social identities and a distinct political identity. Based on interviews with 39 students across four institutions, this article presents findings from a phenomenological analysis that captures the essence of students developing political identities while navigating other aspects of their personal development. The themes that make up the essence of this phenomenon include precollege formative political experiences and how salient social identities contextualize discourses about why students are in college. These experiences serve as guide rails in their political identity development. Implications highlight the necessity of researchers and educators employing intersectionality as a form of critical praxis in political engagement work and attending to inequities that stem from student's precollege political socialization. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01