Identity Research in Higher Education: Commonalities, Differences, and Complementarities

Renn, Kristen A.; Dilley, Patrick; Prentice, M.P. Reg.

doi:10.1007/978-94-010-0137-3_4

Cited by 6 publications

(4 citation statements)

References 110 publications

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“…As expected, significant increases across time were observed for all but one identity dimension. This progressive trend is one of the hallmarks of college students' identity development because during the first 2 years of college, great gains in identity formation tend to occur for a substantial portion of emerging adults (Renn et al, 2003; Waterman, 1993). Not only did the two classical identity dimensions (i.e., commitment making and exploration in breadth) increase across the time span studied, but exploration in depth, which is indicative of continuous commitment evaluation, also increased.…”

Section: Discussionmentioning

confidence: 99%

“…As expected, significant increases across time were observed for all but one identity dimension. This progressive trend is one of the hallmarks of college students' identity development because during the first 2 years of college, great gains in identity formation tend to occur for a substantial portion of emerging adults (Renn et al, 2003;Water-Figure 2. Correlations between intercepts and slopes of the four identity dimensions in the multisample latent growth curve model for the normative-progression group (all coefficients given are significant at p Ͻ .05).…”

Section: A Dual-cycle Identity Formation Model: Change Dynamics and C...mentioning

confidence: 99%

“…Concerning the two dimensions of the commitment-formation cycle, classical identity theory states that, on average, identity will strengthen throughout the course of late adolescence and especially throughout the college years (Bosma, 1992; Renn, Dilley, & Prentice, 2003; Waterman, 1982, 1993). We hypothesized that, on average, both commitment making and exploration in breadth would increase during the course of this study, which spans the first 2 years of college.…”

Section: Putting the Dual-cycle Identity Model Into Practice: A Longi...mentioning

confidence: 99%

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A developmental contextual perspective on identity construction in emerging adulthood: Change dynamics in commitment formation and commitment evaluation.

Luyckx

Goossens

Soenens

2006

Developmental Psychology

333

282

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A developmental contextual test of a dual-cycle model of identity formation is presented. In addition to a commitment-formation cycle-represented by Marcia's (1966) classical dimensions of exploration in breadth and commitment making--the model comprises a commitment-evaluation cycle--constituted by 2 additional dimensions of exploration in depth and identification with commitment. In a sample of 402 college students assessed 4 times over 2 years, both dimensions of the commitment-formation cycle and exploration in depth increased across time. Identification with commitment showed a slight decrease across time. Latent growth curve (LGC) modeling analyses indicated that the 2 identity cycles are interwoven in a dynamic interplay that defines identity formation. Contextual influences on identity development were identified through a natural experiment. Commitment evaluation constituted the core identity cycle in the normative-progression group (i.e., students who moved on to the sophomore year). Both commitment formation and commitment evaluation were at work in the reorientation group (i.e., students who repeated their freshman year or changed their major). Implications and suggestions for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

“…As expected, significant increases across time were observed for all but one identity dimension. This progressive trend is one of the hallmarks of college students' identity development because during the first 2 years of college, great gains in identity formation tend to occur for a substantial portion of emerging adults (Renn et al, 2003;Water-Figure 2. Correlations between intercepts and slopes of the four identity dimensions in the multisample latent growth curve model for the normative-progression group (all coefficients given are significant at p Ͻ .05).…”

Section: A Dual-cycle Identity Formation Model: Change Dynamics and C...mentioning

confidence: 99%

Section: Putting the Dual-cycle Identity Model Into Practice: A Longi...mentioning

confidence: 99%

See 1 more Smart Citation

A developmental contextual perspective on identity construction in emerging adulthood: Change dynamics in commitment formation and commitment evaluation.

Luyckx

Goossens

Soenens

2006

Developmental Psychology

333

282

View full text Add to dashboard Cite

show abstract

“…Barriers were identified that might keep this population from completing their education. Intuitional leaders may improve college success by considering the students' home lives as well as their academics (Renn, Dilley, & Prentice, 2003). Resilience and self-initiative was fundamental to each participants' success in the pursuit of a degree; each participant shared a strong commitment to their educational goal.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Community College Journeys of Hispanic ESL Women

Chavez

2014

Community College Journal of Research and Practice

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The community college is the primary path that Hispanic students choose to start their college careers. Americans who speak English as their second language will continue to grow and require community colleges to offer more culturally diverse educational programs with specific resources devoted to them. This qualitative study was comprised of 11 nontraditional Hispanic women who were English as a second language (ESL) speakers and first generation college students enrolled in a community college in the Southwest. These women were two years or more post high school graduation. The study explored difficulties of college acculturation of these Hispanic participants. Three 90-minute interviews per participant were structured to mirror the students' backgrounds and experiences. A focus group was conducted after the individual interviews. The focus group allowed the researcher to contextualize the participants' voices through dialogue with other women. The data provided six main themes that impacted the success of these women's entry into the community college environment: personal attributes; home culture and language; support, opposition, and tradition; discrimination and equity issues; building connections and mentors; and college experience and instruction. This research increased awareness of the struggles that these women faced to attend college. The women described the importance of maintaining focus on their goals and found ways to succeed academically. Community colleges must embrace the multicultural backgrounds of students who are first-generation, nontraditional Hispanic women and provide opportunities for them to succeed in college.

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You Don’t Get to Say What I Believe, I Do: Provocative Encounters as Catalysts for Self-Authored Worldview Commitments During College

Mayhew

Winkler

Rockenbach

et al. 2023

The Journal of Higher Education

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Identity Research in Higher Education: Commonalities, Differences, and Complementarities

Cited by 6 publications

References 110 publications

A developmental contextual perspective on identity construction in emerging adulthood: Change dynamics in commitment formation and commitment evaluation.

A developmental contextual perspective on identity construction in emerging adulthood: Change dynamics in commitment formation and commitment evaluation.

Community College Journeys of Hispanic ESL Women

You Don’t Get to Say What I Believe, I Do: Provocative Encounters as Catalysts for Self-Authored Worldview Commitments During College

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