A Conceptual Model of Professional Socialization within Student Affairs Graduate Preparation Programs

Abstract

Prior research exploring professional socialization in student affairs has been grounded in models that do not fully capture the distinct features of the field. Moreover, these studies have primarily focused on the transition into full-time work positions, and they have captured what happens to new professionals rather than how individuals understand their socialization experiences. With these gaps in mind, this conceptual paper presents a new model of professional socialization in student affairs graduate preparation programs that draws upon literature in the helping professions (i.e., nursing, social work), research on doctoral students and pre-tenure faculty, and the theoretical frameworks of sensemaking and self-authorship to highlight the dynamic relationship between individuals and organizations during the socialization process. Specifically, this model attempts to illuminate the cognitive mechanisms that undergird how individuals interpret their professional socialization. In doing so, the model proposes different ways individuals may make sense of their student affairs graduate training experiences based on (a) whether or not they encounter discrepancies and (b) their developmental capacity for self-authorship. The conceptual model presented here has implications for shaping graduate level coursework and fieldwork within student affairs preparation programs.

Professional socialization: an analytical definition

“…Most studies in this area have seen professional socialization as a developmental process (32,34,39,41,42,46). According to Eyres, Loustau, and Ersek, as cited by Clark (43), in this process, individuals try to link the "ways of knowing" and "principles of behaving" together within a unified framework that is in accordance with the cognitive and moral developmental theories.…”

“…As can be seen in Table 2, several factors can influence the professional socialization process that were grouped in three categories of individual, organizational, and interactional factors. Nonetheless, all of these factors do not have the same weight in terms of impact on the process of socialization, and the roles of mentors and role models (5,30,39,46,50), previous experiences (31)(32)(33)(34)51), field and work experiences in the community of practice (3,27,31,34,52,53), and reflection (5,30,33,54,55,56,57) are more prominent.…”

Professional Socialization Of Foreign Students Based On The Dialogue Of Cultures

“…(1) The refinement of the concept "professional socialization of foreign students" from the standpoint of the humanitarian pedagogical paradigm. Traditionally, professional socialization at the stage of professional education is considered as the process of student development as a professional and rolerelated subsystems (Andriyanova, Chernyshkov, Kuznetsova, & Gorshenina, 2016;Kicherova, Efimova, & Khveshko, 2015;Perez, 2016;Roucaud, 2016;Shuval, 1975;Solyankina, 2018). There are some studies that examine the psychological regulations of professional socialization, mainly the motive system that influences the choice of profession and professional training (Arendachuk, 2013;Moran, 1989;Perez, 2016;Rudenko, 2016;Barretti, 2004;Orten, 1981).…”

“…According to generally accepted vocabulary definitions, professional socialization is "the process of development by an individual of a certain professional knowledge and skills, assimilation of professional experience, obtaining the standards and values of the professional community" (Sociology of Youth, 2018). At the same time, in the process of professional socialization, professional education is particularly distinguished (Arendachuk, 2013;Barretti, 2004;Klimenko, 2012;Leontiev, 2005;Perez, 2016;Solyankina, 2018). The problems of professional socialization are very significant in the modern sociocultural and educational conditions.…”

Complexities of Social Identity and Professional Role Transitions

“…Career development in student affairs involves multiple role transitions throughout one's life span. Researchers have explored the transition experiences of graduate students (Perez, ), new educators (Dinise‐Halter, ; Hirschy, Wilson, Liddell, Boyle, & Pasquesi, ; Lombardi & Mather, ), mid‐level educators (Wilson, Liddell, Hirschy, & Pasquesi, ); senior student affairs officers (Biddix, ), and faculty members (Kniess, Benjamin, & Boettcher, ). The literature addresses transitions between institutional types (Davidson, ) and functional areas (Magolda & Carnaghi, ), highlighting how educators adjust to new institutional missions, workplace cultures, and approaches to supervision.…”