The journey into a New me: Narratives of self-development and community revitalization among first-generation, Latinx, adult graduate students

2020 ◽  
pp. 147797142091391
Author(s):  
Virginia Montero-Hernandez ◽  
Steven Drouin
Keyword(s):  
Graduate Students ◽  
Transformative Learning ◽  
Graduate Education ◽  
First Generation ◽  
Community Revitalization ◽  
Life Trajectories ◽  
Self Development ◽  
Self Actualization ◽  
Service Oriented ◽  
Life Journey

This study explores the narratives of first-generation, Latinx graduate students whose parents emigrated from Mexico. We aimed to understand the life trajectories of six participants, particularly the ways in which they made sense of graduate education (MA and EdD) as part of their personal journeys, identity and practice as educators. Focus groups and image elicitation techniques allowed us to learn from our participants. Participants’ narratives about their life journey were our unit of analysis. Our results suggest that participants pursued graduate school as a tool to engage in self-actualization and to revitalize their families and communities. Central to our findings is the role that trauma played in the approach they used to engage in graduate education. Trauma worked as a catalyser to seek transformative learning experiences that could help them not only expand their selves but also the community where they serve. Students’ re-framing of personal trauma encouraged them to persist in graduate education and consolidate their service-oriented missions.

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

Exploration in the Curriculum and Teaching Based Cultivation of Innovation Capabilities for Graduate Students

2013 ◽  
Vol 655-657 ◽  
pp. 2132-2135
Author(s):  
Xiao Gui Zhang ◽  
Yan Ping Du
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Preliminary Analysis ◽  
Teaching Experience ◽  
Education And Training ◽  
Training And Education ◽  
Starting Point ◽  
Teaching Curriculum ◽  
And Training ◽  
Fundamental Objective

Cultivation of innovation capabilities not only is the top priority in the training and education of graduate students, but also a fundamental objective of the teaching curriculum for graduate students. Based on the practice of graduate education and training as a starting point, and combined with the author’s own teaching experience and understanding, this paper conducts a preliminary analysis and exploration on the ways and means of cultivation of innovation capabilities for graduate students.

scholarly journals Epistemology and Ethics in Zhuangzi

Philosophies ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 58
Author(s):  
S. Evan Kreider
Keyword(s):  
Relevant Literature ◽  
Ethical Development ◽  
Self Development ◽  
Self Actualization ◽  
Self Knowledge ◽  
Epistemological Debate ◽  
Coherent Picture

On a prima facia reading, Zhuangzi seems to endorse some form of skepticism or relativism. This seems at odds with Zhuangzi as one of the two main sources of classical Daoism, considering the ideals of virtue and self-development promoted by that philosophy. However, Zhuangzi’s metaphorical and allegorical style lends itself to a number of interpretations of his epistemology, as well as the kind of self-knowledge and ethical development it might allow. A survey of the relevant literature shows that the epistemological debate is not easily solvable, but by narrowing the range of interpretations, a coherent picture of his ethics begins to emerge, one in which some form of knowledge, especially self-knowledge, is still possible, as is an ethics of self-actualization.

scholarly journals The model of development of a professional competence of future teachers on the basis of a personality-centered approach

2021 ◽  
Vol 113 ◽  
pp. 00012
Author(s):  
L.I. Abbasova
Keyword(s):  
Professional Competence ◽  
The Self ◽  
Future Teacher ◽  
Practical Training ◽  
Future Teachers ◽  
Interactive Technologies ◽  
Self Development ◽  
Self Actualization ◽  
Inner World ◽  
Definition Of

The article describes specific features of the development of professional competence of future teachers. The development of the professional competence of future teachers on the basis of the personality-centered approach is aimed at changing personal readiness for the process of implementing their future professional and pedagogical activities. Different views of scientists on the definition of “professional competence” are considered. The model of developing personal and professional competence of future teachers is presented, which consists of four components: target; content-organizational; diagnostic and reflexive-prognostic component. The main forms of work with students within the framework of the presented model are interactive technologies for conducting classes, consisting of four components: target; content-organizational; by means of facilitating the processes of self-actualization and self-development, etc. An important role is given to individual work with students, pedagogical support in building individual routes for each future teacher. Independent activity presupposes work on one's own personality, with one’s own inner world for the purpose of self-improvement and use of the Self-Observation Diary. The knowledge and experience gained are further implemented as a result of practical training of students at the bases of specialized organizations. The results of experimental activities on the implementation of the model of development of professional competence of future teachers in practice are described.

scholarly journals Listen Up! Be Responsible! What Graduate Students Hear About University Teaching, Graduate Education and Employment

2014 ◽  
Vol 44 (3) ◽  
pp. 20-38
Author(s):  
Erin Aspenlieder ◽  
Marie Vander Kloet
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Educational Development ◽  
University Teaching ◽  
Data Sets ◽  
Academic Press ◽  
Graduate Courses ◽  
Discursive Analysis ◽  
Graduate Student Education ◽  
Education And Employment

What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in educational development contribute to these conversations? We explore these questions through an analysis of two data sets: the course outlines for multidiscipline graduate courses on university teaching, and popular and academic press articles on graduate education and employment. Through this discursive analysis, we first examine what graduate students hear through these two archives of writing. We then unpack two key discourses that emerge across the archives: the privileging of practice over theory, and the desire to assign responsibility for how the crisis of graduate education and employment should be resolved and by whom.  

Underrepresented First-Generation, Low-Income College Students’ Pursuit of a Graduate Education

2014 ◽  
Vol 23 (3) ◽  
pp. 427-441 ◽  
Author(s):  
Kevin A. Tate ◽  
Nadya A. Fouad ◽  
Laura Reid Marks ◽  
Gary Young ◽  
Eddie Guzman ◽  
...  
Keyword(s):  
College Students ◽  
Graduate Education ◽  
Low Income ◽  
First Generation ◽  
Low Income College Students

Mentoring in Graduate Education

2014 ◽  
pp. 101-117 ◽  
Author(s):  
Catherine A. Hansman
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Critical Reflection ◽  
Program Design ◽  
Educational Institutions ◽  
Future Research ◽  
Higher Educational Institutions ◽  
Research And Practice ◽  
Higher Educational

The purpose of this chapter is to examine and analyze the concepts of power, critical reflection, and potential for transformative learning in graduate mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The chapter concludes with an analysis of two mentoring models/programs and suggestions for future research and practice in mentoring in higher educational institutions that may lead to transformative learning among mentors and participants in these programs.

Fundamentals of Learning Theories

2011 ◽  
pp. 347-352 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Critical Thinking ◽  
Transformative Learning ◽  
Learning Theory ◽  
Growth And Development ◽  
Learning Theories ◽  
Self Reflection ◽  
Effective Learning ◽  
Self Actualization ◽  
How People Learn ◽  
The Way

Humans have different interpretations of learning theories and different beliefs about how people learn. All these beliefs may come from personal experience, self-reflection, observation of others, and through the experience of trying to teach or persuade someone else to your way of thinking. In a nutshell, everyone keeps learning every waking minute, using different learning theories. In democratic cultures, people may prefer critical thinking as an effective learning theory whereas in authoritarian cultures, people may like rote learning or memorization as an effective learning theory. It is extremely difficult to determine which learning theories are better than others because people are engaged in informal or formal learning to change the way they see themselves, change the way they see other people, and change the way they see situations (Cramer & Wasiak, 2006). All these learning theories are valuable in guiding one’s action in a particular culture, subculture, or even a particular setting. Although scholars have different interpretations of learning theories, the goal of any learning theory is the same. For example, Merriam (2004) explains a learning theory as leading to learners’ growth and development. Mezirow explains the theory of transformative learning as helping learners achieve perspective transformation. Maslow considers the goal of learning to be self-actualization: “the full use of talents, capacities, potentialities, etc.” (p. 150). Some learning theories such as the theory of andragogy encourage learners to be self-directed in learning whereas other theories emphasize the roles of teachers as information transmitters instead of learning facilitators, thus placing learners at the feet of master professors.

Academic Motivation and Self-Discipline Strategies for Online Learners

2022 ◽  
pp. 111-128
Author(s):  
Emily Guetzoian
Keyword(s):  
Graduate Students ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
First Generation ◽  
Digital Learning ◽  
Underrepresented Populations ◽  
Online Learners ◽  
Students First ◽  
The Difference

The purpose of this chapter is to examine the academic motivation and self-discipline of online learners and how online academic strategies can translate to the modern-day workforce in the post-pandemic world. The chapter examines digital learning trends and skills students need to prepare them for online learning, such as self-directedness. It discusses the difference between motivation and self-discipline. It also covers strategies specific for different types of learners, such as undergraduate students, graduate students, first-generation students, students with disabilities, and students from underrepresented populations. It provides tips for various levels of educators to support student motivation and self-discipline in the online environment. It also provides tips for students themselves to address their own motivation and self-discipline strategies, such as eliminating distractions, setting goals, using technology effectively, and developing a routine. The chapter concludes with suggestions of how to implement these online academic skills into the workplace.

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