Complexities of Social Identity and Professional Role Transitions

Abstract

By integrating their own narratives with theory and research, the authors share practical implications of the complex relationship between professional role transitions and multiple social identities.

Mapping African Student Affairs Research during the Past Interlude (2008-2019) through Bronfenbrenner’s Lens

“…This aspect is not widely addressed in the African HE context, but needs urgent attention with the current demand for increased postgraduate outputs. Research verified supplemental instruction, mobile technology, and a humanising philosophy (respecting individual identity) as crucial for diverse student populations and large classes to make learning accessible to students, when they are implemented more effectively in learning-assistance programmes (Boughey, 2015;Erasmus, 2017;Madambi & Mangena, 2016;Robbins et al, 2019;Schreiber & Aartun, 2011;Sedibe & Sedibe, 2009). Additionally, academic partnerships with key campus and community partners resulted in steering resources and policies (Berger et al, 2019).…”

“…Selznick (2013) asserts that continued professionalization of African student affairs is essential for conceptualization and expansion of the knowledge base (for promotion and selfadvancement purposes), including the integration of library referencing and instruction (Love, 2009). This profession, with evolving focus on innovation (Boaykye-Yiadom, 2015), research and scholarship (Carpenter & Haber-Curran, 2013), social justice (Schreiber, 2013), democratic engagement (Johnson, 2019), social identity and professional role transitions (Robbins et al, 2019), and collaboration between student and academic affairs (O'Halloran, 2019), requires theory-driven practices with high-quality assessment outcomes (Pope et al, 2019). Additionally, the growth in diverse student bodies prompted areas such as student learning and development theory, programme development and cultural competency.…”

Faith got us through: Using scholarly personal narrative to explore spirituality and transition in a higher education graduate program

“…Despite our varied backgrounds and experiences, transitions are an inevitable part of everyone's life journey. In the same way, higher education is filled with transitions as students, faculty, and staff consistently move to and through institutions (Harper & Newman, 2016; Robbins et al., 2019). Amid the many factors (both internal and external) that influence transition, past literature indicates a person's identity (e.g., race, gender, class, spirituality) plays a major role, particularly for those in student affairs practice and graduate preparation programs (Robbins et al., 2019).…”

“…In the same way, higher education is filled with transitions as students, faculty, and staff consistently move to and through institutions (Harper & Newman, 2016; Robbins et al., 2019). Amid the many factors (both internal and external) that influence transition, past literature indicates a person's identity (e.g., race, gender, class, spirituality) plays a major role, particularly for those in student affairs practice and graduate preparation programs (Robbins et al., 2019). Echoing this claim, Ardoin (2019) expressed, “factors that shape a student's journey are how they incorporate their unique social identities, how they arrive at the point of transition, and how they handle change” (p. 19).…”