Dissertation
An examination of college major meaning using a consensual qualitative research approach
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Summer 2023
DOI: 10.25820/etd.006988
Abstract
Purpose and meaning in career development has become an increasing area of interest in the field of counseling and vocational psychology. Indeed, a burgeoning body of literature exists examining meaning-making in working adults, however presently there is a paucity of research examining meaning-making for college students’ academic major. Theories of meaning-making in working adult populations may be useful for interpreting meaning making processes for college students that can influence the way in which career counselors and educators who work within college settings engage with students and respective programming. Informed by Rosso et al.’s (2010) theory of career meaning-making, this qualitative study explored the retrospective sources and mechanisms of college meaning making in seven alumni of a STEM enrichment program through semi-structured interviews. A consensual qualitative research approach (CQR) was used to construct an understanding of participants’ subjective description of how participation in a STEM enrichment program contributed to meaning making in their chosen major, related academic pursuits, and current career.
Details
- Title: Subtitle
- An examination of college major meaning using a consensual qualitative research approach
- Creators
- Devon Dawson
- Contributors
- Saba R Ali (Advisor)Megan Foley Nicpon (Committee Member)Stacey E McElroy-Heltzel (Committee Member)Lori Adams (Committee Member)Leslie A Locke (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Psychological and Quantitative Foundations
- Date degree season
- Summer 2023
- Publisher
- University of Iowa
- DOI
- 10.25820/etd.006988
- Number of pages
- vi, 110 pages
- Copyright
- Copyright 2023 Devon Dawson
- Language
- English
- Date submitted
- 06/29/2023
- Description illustrations
- tables
- Description bibliographic
- Includes bibliographical references (pages 84-98).
- Public Abstract (ETD)
- This paper investigated the meaning making process in underrepresented high achieving college students. Scholars have explored meaning making within working adult populations and demonstrated multiple pathways to experiencing purpose, including actions that contribute to feeling valuable through work, service to the greater good, promoting congruence with personally held values, and creating synergy with entities or principles through one’s work. Limited research however exists surrounding the meaning making process in college, particularly for high-achieving underrepresented students (e.g., race, gender, social class, and rural upbringing). STEM enrichment programs provide a unique lens into this population based on their emphasis on community building, programming to improve academic abilities, and vocational interest interventions. Given the lack of understanding surrounding sources and actions that contribute to purpose in underrepresented college students, gathering in-depth perspectives of meaningful experiences from former STEM enrichment program students may inform the meaning making literature and lifespan career development process. Thus, this study aimed to utilize a consensual qualitative research approach to ask the following research questions in a semi-structured interview format: 1) How did STEM enrichment program alumni experience purpose in their college-major and 2) how did participation in a STEM enrichment program secondarily contribute to their meaning-making experience? Findings included themes of building knowledge and professional development, growth in science identity, quality mentoring in college, and feeling a sense of belonging in alumnus’ STEM enrichment program. Implications in career development research, practice for career counselors, and STEM enrichment programming are further discussed.
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984454541302771
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