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Centering Student Voices: A Narrative Approach to Social Identities, Marginalization, and Adjustment in College

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dc.contributor.advisor Lilgendahl, Jennifer
dc.contributor.author Jennings, Sarah
dc.date.accessioned 2021-07-16T19:44:38Z
dc.date.available 2021-07-16T19:44:38Z
dc.date.issued 2021
dc.identifier.uri http://hdl.handle.net/10066/23711
dc.description.abstract The present study examines how the experience of marginalized identities informs the narration of college experiences and relates to adjustment and well-being. Students at a highly selective liberal arts college (N = 107) completed a comprehensive social identity profile, three sets of narratives including their college transition, experiences of microaggressions, and Haverford College masternarrative and deviations, and adjustment measures. The narratives were coded for indicators of autobiographical reasoning and thematic content. Analyses replicated previous findings on correlations between identity marginalization and poorer adjustment, and mediator and moderator analyses focusing on narrative qualities showed that students with more marginalized identities who processed their college narratives with more positive meaning, less negative meaning, and constructing an agentic alternative narrative had better outcomes among social adjustment, belonging, and life satisfaction. The importance of narrative identity processing, the novel approach taken to intersectional identity, and recommendations for more equitable college communities are discussed.
dc.description.sponsorship Haverford College. Department of Psychology
dc.language.iso eng
dc.rights.uri http://creativecommons.org/licenses/by-nc/4.0/
dc.title Centering Student Voices: A Narrative Approach to Social Identities, Marginalization, and Adjustment in College
dc.title.alternative IDENTITY MARGINALIZATION AND COLLEGE NARRATIVES
dc.type Thesis
dc.rights.access Dark Archive until 2022-01-01, afterwards Bi-College users only.


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