Decision to Enter the Profession of Student Affairs

Abstract

The purpose of this study was to consider factors that graduate students in master's degree programs in student affairs identify as influential to their decisions to enter the student affairs profession. A total of 300 master's students from 24 randomly selected graduate programs participated in the study. Relatively few differences were found between men and women or between traditional-age and older graduate students. Article: As higher education environments have become increasingly complex, there has been increased interest in attracting high quality students into graduate programs in student affairs (Komives & Kuh, 1988; Phelps Tobin, 1998). Further, as student bodies become increasingly diverse (El-Khawas, 2003), the student affairs profession has placed increasing importance on attracting a greater diversity of students to graduate preparation programs (Komives & Kuh; Phelps Tobin). Understanding what influences persons to enter the student affairs profession is important in recruiting high quality students to student affairs and in diversifying the profession. The decision to enter the field of student affairs is not well understood. Student affairs has been called a "hidden profession" (Richmond & Sherman, 1991, p. 8) because no undergraduate major leads directly to graduate study in student affairs and because so few individuals are aware of the field as a career possibility (Brown, 1987; Komives & Kuh, 1988; Young, 1985). According to Brown, "people enter student affairs careers by accident or by quirk, rather than by design" (p. 5). Evans (1983) observed that "master's students [in student affairs]. .. often have an unrealistic picture of the profession and only a vague idea of their reasons for pursuing a degree in student personnel" (p. 15).

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

“…Rather, individuals enter student affairs preparation programs with prior images of the field based on contact with practitioners as undergraduates and experiences as paraprofessionals, student leaders, or full-time staff members (Hunter, 1992;Taub & McEwen, 2006). Previous understandings of student affairs practice shape newcomers' expectations of both the content and the quality of their graduate training experiences.…”

exploration of the perceptions and experience of students of color with white student affairs professionals

“…Thus, more research is needed to understand how this issue has negatively impacted students of color in PWIs. In terms of the student affairs profession, there is not enough research discussing possible differences in race, gender, and age among student affairs professionals and its impact among students (Taub & McEwen, 2006). Thus, the findings of this study may inform and support the student affairs profession.…”

“…These groups of students are expected to increase in the upcoming years (Pope, Mueller & Reynolds, 2009;Roscoe, 2015). However, despite the changing demographics of the student body, the demographics of student affairs professionals who are currently employed within colleges and universities has not changed substantially (Kayes, 2006;Mertz, Eckman & Strayhorn, 2012;NCES, 2006;Taub & McEwen, 2006). For example, in the year 1993 and in 2003, white individuals were overrepresented in faculty and executive, administrative, and managerial positions, whereas individuals of color were underrepresented in those types of positions (NCES, 2006).…”

“…For example, according to seminal and current scholars, (Komives & Kuh, 1988;Mertz, Eckman & Strayhorn, 2012;Rapp, 1997;Sagaria & Johnsrud, 1991;Talbot, 1996;Linder & Simmons, 2015;Taub & McEwen, 2006), there is widespread concern about the student affairs profession.…”

“…For example, Taub and McEwen (2006) reported that 89% of students who were enrolled in their master's degree program were white. Mertz, Eckman and Strayhorn (2012) found a similar result in their study.…”