Identity Development During the College Years: Findings from the West Point Longitudinal Study

Abstract

Using R. Kegan's (1982, 1994) theory of identity development, it was discovered that most military cadets enter college with relatively simple ways of making meaning, and for many the college years are a time of significant developmental change. For most, the key developmental issue is not self- authorship but establishing shared meaning.

Reflexive Identity and Self-authorship Development on Psychology Students

“…This is in agreement with previous research which has reported that it is common for university students to present less complex positions on personal epistemology and rely on external models to act (Flores, Otero and Lavalleé, 2010;Creamer and Laughlin, 2005;Lewis, Forsythe, Sweeney, Bartone, Bullis and Snook, 2005). However, as it is necessarily linked to the context, previous investigations have shown thatage does not determines evolution in self-authorship.…”

The meaning of being a pharmacist: Considering the professional identity development of first-year pharmacy students

“…This is especially important, because a complex frame of reference, usually associated with maturity, is important for the reflective ability needed to develop a strong professional identity. [2,5,15] Limitations of this enquiry include that the results were based on selfreport and linked to a mark for formative assessment, which might have made the students identify with a pharmacist more positively than was the case. Another limitation might have been that students' professional socialisation encounters did not occur in a pharmacy and were not facilitated by a pharmacist, i.e.…”

“…[12] The latter may become more complex if it is to be identified, analysed and challenged through critical reflection and self-reflection. [2] Initially, this process may manifest in students through feelings of discomfort, confusion and contradiction. It is important for them to be aware that feelings of discomfort are potential markers of a shift in identity [5] and for teachers to facilitate this understanding for students to drive their own growth.…”

“…[1] Higher education institutions are being put under increasing pressure to prepare students for the world of work [1] by producing autonomous graduates who have the ability to make evidence-based decisions in line with their values in rapidly changing, complex and contradictory situations. [2] This requires practice-based curricula that contribute to the development of professional identities. Medical educators have therefore attempted to conceptualise professional identity development in terms of their teaching and learning contexts.…”

“…[10] A recent systematic review of higher education literature revealed a general scarcity of articles that comprehensively define and explore the teaching and learning of professional identity development. [1] Nonetheless, the literature seems to agree on a two-pronged approach to underpin development of a professional identity during higher education: (i) it should enable student participation in experiences likely to be encountered in professional practice (also referred to as professional socialisation); and (ii) it should facilitate the student's ability to make meaning [2] of these experiences through reflection and critical self-reflection. [1,2,11,12] The purpose of this enquiry was to identify and describe first-year pharmacy students' professional identity and determine whether it changed during the first semester of the 'Introduction to pharmacy' course.…”