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Facilitating Self-Authorship
with Students: Crafting
Internal Meaning,
Vocational Identity, and
PurposeBy Catherine Cash, MA
Doctoral Candidate, Higher Education Leadership
School of Social Work
University of Central Florida (UCF)
Presentation Outline
Part I: Overview of self-authorship theory
Part II: Career decision making and self-authorship
Part III: Strategies to facilitate self-authored career
decision making
Presentation Objectives
I. Understand the concept of self-authorship
and theoretical tenants
II. Identify the influence of self-authorship on
career decision-making
III. Learn strategies to support self-authored
career decision making
What is Self-Authorship?
Kegan (1994) “An ideology, an internal
identity, a self-authorship that can
coordinate, integrate, act upon, or
invent values, beliefs, convictions,
generalizations, ideals, abstractions,
interpersonal loyalties, and intrapersonal
states.” (p. 185).
What does the self-authored
student look like?
Pizzolato (2006) “Self-authored students
will be reflective about how their
decision impacts their own future and
interpersonal relationships, and they will
be able to see their individual decisions
within a context of goals and situations
that is larger than the one in which
they find themselves (p. 33).”
Historical Foundation
Robert Kegan – developed early 1990’s
Constructivism
People construct meaning or their version of
reality from the environment around them
Develop-mentalism
People are constantly evolving over time
through stages of development impacted by
consistency and change
(Marx, 2012)
Theoretical Development
In 2001 Marcia Baxter Magolda applied self-
authorship to college students
The Learning Partnerships Model (LPM):
1. Validate learners internal knowledge
2. Situate learning experiences based on
learners prior experiences
3. Define learning as a process where
meaning is mutually created
Four Stages towards Self-Authorship
Dimension Following
Formulas
Crossroads Becoming Self-
Authored
Internal
Foundation
Cognitive “How do I
know?”
Rely on
external authority
Question
external plans
Start to
choose beliefs
Internal belief
system
Intrapersonal“Who am I?”
Define self by
othersSeek internal
definitionStart to
choose
values
Internal sense
of self
Interpersonal“What
relationships
do I want
with others?”
Seek external
approval
Need to
incorporate
self into
relationship
Begin
negotiating
self into
relationships
Relationship
Mutuality
established
(Baxter Magolda, 2001, p. 40)
Theory and Research
Pizzolato (2003) research supported:
a) Challenging experiences served as catalyst towards self-authorship
b) Lower levels of privilege may accelerate self-authorship
Pizzolato (2004) research with high-risk students
Begin college with “self-authored ways of knowing” (p. 425)
Jane Pizzolato (2006) supported that advisors could apply the LPM model
Create provocative experiences
Rational for Support Self-Authorship
Council for the Advancement of Standards in Higher Education (CAS)
Student Learning and Development Domains
Knowledge acquisition, integration,
construction, and
application
Cognitive complexity
Intrapersonal development
Interpersonal competence
Humanitarianism and civic
engagement
Practical competence
Benefits of Promoting Self-Authorship
Stronger recognition of beliefs and values
Heighten self-awareness
Improved capacity to construct meaning and
knowledge from external and internal
experiences
Develop sense of insight and purpose
Enhance career and major decision making
capacity
Reflective Exercise
Take a moment to consider the following questions:
1. How do you come to know/believe something or
make decisions?
2. What elements make you who you are and why are
those elements most important to describe you?
3. What kind(s) of relationships are important to you
and why?
(Welkener & Baxter Magolda, 2014, p. 582 )
Career Decision Making
Life long process
Impacted by self-knowledge and occupational
knowledge
Impacted by the interplay of cognitive and
affective processes
Impacted by social experiences
A learned skill
(Hughey, Nelson, Damminger, & McCalla-Wriggins, 2009)
Supporting Students Self-Authorship in
Career Decision Making
Help students identify appropriate criteria to
judge external information and advice
Assist students in creating meaning from
experiences
Challenge dependence on authority and
support steps to take action
Help students understand their career decision
making process
(Laughlin & Creamer, 2007)
Helping Students Understand Career
Decision Making Process
Asking the right questions
Identifying and collecting
information
Considering other factors
Desired Outcomes
(Gordon, 2006)
Factors Impacting Career Decision Making
Career Identity
Career Self-Efficacy
Career Maturity
Emotional Intelligence
Other Factors (family
influence, perceived
barriers…etc.)
(Gordon, 2006)
Following Formulas
Crossroads
Becoming Self-
Authored
Internal Foundation
Career Decision Making and Self-Authorship
Career Decisions
Dimension of Meaning Making
Self-Knowledge
Decision Making
Influences
Information Systems and
Resources
(Gordon, 2006)
Interests, abilities,
values, self-concept,
and career maturity
Sociological,
economic, cultural,
and personality style
Academic and
occupational
Information
Self-Authored Career Decision Making
(Gordon, 2006; Baxter Magolda, 2001)
Integrating LPM Principles into 3-I Process
Inquire
Inform
Integrate
Validate Students as Knowers
Situate Students Learning
Experiences
Co-Construct Meaning
Learning Partnerships Model (LPM)
Support Challenge
Mutual Relationships
Internal Identity
Internal Beliefs
Co-Construct Meaning
Situate Learning Experiences
Validate as Knowers
(Baxter Magolda & King, 2004)
LPM 1: Validate Students as Knowers
Assist students determining their
preferences and activities of
interest
Identify the pro’s and con’s
associated with major or
career choices
Prompt students to consider
their strengths and weaknesses
(Pizzolato, 2006)
LPM 2: Situating Student Learning Experiences
Explore the context surrounding
situations
Challenge choices and push
reflection
Identify and discuss external
experiences or behaviors that
impact goals
(Pizzolato, 2006)
LPM 3:Co-Constructing Meaning
Promote reflection on choices
and feelings
Process options and possibilities
Brainstorm alternatives for
achieving goals and objectives
Construct rationale for decisions
and identify ways to negotiate
decisions
(Pizzolato, 2006)
Integrating LPM into 3-I Process: Inquiry
(Gordon, 2006; Pizzolato, 2006)
INQUIRE Validate
Students as
Knowers
Situate in Learning
Experiences
Co-Construct
Meaning
1. Build rapport
2. Identify
academic &
career
concerns
3. Clarify needs
4. Help students
move towards
information collecting
phase
Reflect on
concerns or
needs
Respond
with interest
& empathy
Ask open
ended
questions
• Explore feelings related
to experience
• Discuss the context
surrounding prior issues
• Examine who the
student has discussed
concerns or needs with
in the past
Identify different
ways to handle
concerns or
achieve needs
Discuss what needs
to happen next to
move forward
Inquire Case Study
Caitlyn entered the university as a nursing major. She
had always wanted to be a nurse and volunteered in a
hospital all through high school. However, she received
notice a month ago that her application into the nursing
program was rejected. She thinks this was because her
low chemistry grades brought down her GPA. She has
been depressed since receiving the letter and has
difficulty accepting her situation. She has been
considering dropping out of college. She is totally lost in
considering her next steps. How will you advise her?
(Gordon, 2006, p. 131)
Integrating LPM into 3-I Process: Inform
(Gordon, 2006; Pizzolato, 2006)
INFORM Validate
Students as
Knowers
Situating Learning
Experiences
Co-Construct
Meaning
1. Identify
interests, skills,
and values
2. Present
academic information
3. Provide
career
information
Explore what the
student knows
thus far (e.g.,
major, career,
self…etc.) Discuss student’s
strengths and
weaknesses
Examine prior
academic or career
experiences
Review career
assessments Present possible
learning experiences
(e.g., job shadowing,
internships, research)
Connect to campus resources
Understand
connection
between personal,
career, and
academic experiences
Identify what
needs to happen
next to move
forward
Inform Case Study
Jamel is beginning his sophomore year as a business
major and must designate a primary study area within
the business curriculum. He indicates he chose business
because his family strongly recommended it and he is
eager to get a well paying job after college. Although
he hasn’t taken enough courses in the business specialty
areas to know which ones he prefers, he is considering
either marketing or finance. He realizes he needs a great
deal of information at this point. How will you advise
him?
(Gordon, 2006, p. 132)
Integrating LPM into 3-I Process: Integration
(Gordon, 2006; Pizzolato, 2006)
Integration Validate
Students as
Knowers
Situating Learning
Experiences
Co-Construct
Meaning
1. Puttingtogether all
the puzzle
pieces
(personal,
academic,
and career
information)
2. The big picture
Reflection is key Examine students
overall
perspective
Provide empathy
Discuss context surrounding situation
Consider any
external influences
Challenge
incongruences
Discuss the impact of choices
Brainstorm
alternatives
Understand
multiple or
competing
perspectives
Negotiating choices
Integrate Case Study
Sasha is a senior who is graduating at the end of this
semester as a computer sciences major. She has just
learned that her family is moving back to India. She is
torn, because she was counting on staying in the United
States (she was born here), but she wants to be with her
family. She has had several excellent job offers but is not
sure which company would be best for her. She has also
thought about seeking a position as a computer
specialist in India. How will you advise her?
(Gordon, 2006, p. 132)
Undecided Student
Bob is a full-time junior level student attending a
four-year institution. He is the first in his family to
go to college, and struggling to declare a
major. He has completed his general education
courses, and most of his electives. However, he
is not sure what major to declare because his
electives are all over the place. He states he has
been selecting electives that work well with his
work schedule. He works 20 to 30 hours a week
outside of school.
At-Risk Student
Susan has recently been placed on academic probation
for her Business Administration major. Two semesters ago she
transferred to the university from a two year institution. In her
first semester her GPA dropped and has continued to suffer.
She is the first in her family to attend college, and has stated
she often feels lost navigating the institution. She choose the
Business major because she felt it would offer her the most
career opportunities. However, now she is re-thinking her
decision because of her grades. She states that she is
currently working as a sales clerk at a local department
store, and works 40 hours a week. She also states that she
needs to be enrolled full-time to maintain her financial aid.
Veteran Student
Penelope is a returning Hispanic veteran who just
enrolled within a local two-year community college.
She served four years in the army and was
honorably discharged due to injury. Penelope has
not been a student since high school. She enlisted in
the army immediately after high school. In the army
she completed an Associate of Science degree in
Criminal Justice. She is interested in enrolling in
school again and her future goal is to go to Law
School. However, she is not sure where to start in the
process.
International Student
Tom is an international sophomore level student from China, and is enrolled within a large four year university. He is majoring in Engineering, and is seeking permission to register into18 credit hours. He would like to complete his bachelors as soon as possible. He states his goal is to earn his Ph.D. in Engineering because it would make his family very proud. He also states that he would like to learn more about the career opportunities available within his major.
References
Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-authorship. Sterling: Va.: Stylus.
Baxter Magolda, M. B., & King, P. M. (2004). Learning Partnerships : Theory and Models of Practice to Educate for Self-authorship. Sterling, Va: Stylus Publishing.
Council for the Advancement of Standards in Higher Education (CAS). (2014). CAS Standards for Academic Advising (AAP). Retrieved from https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/CAS-Advising-Standards.aspx.
Gordon, V. (2006). Career advising: An academic advisor’s guide. San Francisco, CA: Jossey-Bass.
Harper, R. Wilson, N. L. (2010). More than listening: A casebook for using counseling skills in student affairs work. National Association of Student Personnel Administrators (NASPA): Washington, DC.
Hughey, K. F., Nelson, D.B., Damminger, J.K., & McCalla-Wriggins, B. (2009). The handbook of career advising. In Koring, H., & Reid, B.C. (Eds.) Using student development theory to inform career advising (pp. 97-112). San Franscisco, CA: Josey-Bass.
Kegan, R. (1994). In over our heads: The mental demands of modern life. Boston, MA: Harvard University Press.
References
Laughlin, A. & Creamer, E. G. (2007). Engaging differences: Self-authorship and the decision-making process. New Directions for Teaching and Learning, 109, 43-51.
Marx, E. (2012). Advising to promote self-authorship: Exploring advising strategies and advisor characteristics among new student affairs professionals (Doctoral dissertation). Retrieved from https://eric.ed.gov/?id=ED545629.
Pizzolato, J. E. (2004). Coping with conflict: self-authorship, coping, and adaptation to college in first year, high-risk students. Journal of College Student Development, 45, 425–442.
Pizzolato, J. E. (2003). Developing self-authorship: Exploring the experiences of high-risk college students. Journal of College Student Development, 44, 797–812.
Pizzolato, J. E. (2006). Complex partnerships: Self-authorship and provocative academic-advising practices. NACADA Journal, 26(1), 32 – 45
Welkener, M. M. & Baxter Magolda, M. B. (2014). Better understanding students’ self-authorship via self-portraits. Journal of College Student Development, 55(6), 580 – 585.