The power of supervision in (re)socializing student affairs educators

Abstract

This article explores supervision as a form of professional socialization. Accordingly, we provide an overview of socialization theories before examining the role of supervisors in (re)socializing student affairs educators to norms, values, and standards of good practice in the field and in their workplaces over the span of their careers.

“It’s a matter of not knowing”: Examining Black first-gen women administrators’ career socialization and preparation.

“…BLACK FIRST-GEN WOMEN ADMINISTRATORS SOCIALIZATION women. Participants generally described the heightened significance of supervisors, graduate assistantships, and student life employees in their professional trajectories in alignment with current widely held perspectives (Antony, 2002;Liddell et al, 2014;Perez & Haley, 2021). This further affirms existing research on the role of campus support staff in enhancing and helping to transform the lives of students and recent graduates (Baker, 2013;Tull, 2009).…”

“…In this study, we explored workplace socialization, community, and kinship experiences of 12 Black first-gen women HESA practitioners. While all HESA students and professionals experience socialization academically and professionally (Gaston Gayles & Kelly, 2007;Perez & Haley, 2021), there were specific barriers and added complexities across our participants' stories, given their status as Black first-gen This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

“…Any discussion of Black first-gen professional women's experiences in the workplace requires examining the overall professional preparation and socialization processes. Multiple researchers have explored workplace socialization within and relating to HESA contexts (e.g., Antony, 2002;Hirt, 2006;Liddell et al, 2014;Lombardi & Mather, 2016;Perez & Haley, 2021;Tull, 2009). Some scholars have found the challenges associated with HESA socialization as shifting but interconnected to broader global (in)stability (Antony, 2002), access and resource allocation (Baker, 2013;Hornak et al, 2016), and the need for greater reasonable ACPA/NASPA and CAS standards buy-in from new practitioners (Eaton, 2016).…”

“…In addition to mentors and interpersonal connections, supervisors are integral to HESA socialization (Perez & Haley, 2021;Tull, 2009). Perez and Haley (2021) suggest that HESA graduates This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

“…In the present study, we use socialization to mean the (co)curricular experiences that provide HESA graduate students with theoretical and practical training to execute their job functions within a HESA department or related entity (Perez & Haley, 2021). It is within these spaces, we maintain, that HESA practitioners acclimate to their workplace's culture and standards based upon their graduate socialization practices (Baker, 2013;Collins, 2009).…”