Facilitating Self-Authorship

with Students: Crafting

Internal Meaning,

Vocational Identity, and

PurposeBy Catherine Cash, MA

Doctoral Candidate, Higher Education Leadership

School of Social Work

University of Central Florida (UCF)

Presentation Outline

Part I: Overview of self-authorship theory

Part II: Career decision making and self-authorship

Part III: Strategies to facilitate self-authored career

decision making

Presentation Objectives

I. Understand the concept of self-authorship

and theoretical tenants

II. Identify the influence of self-authorship on

career decision-making

III. Learn strategies to support self-authored

career decision making

Part I: Overview of Self-Authorship

Approach

What is Self-Authorship?

Kegan (1994) “An ideology, an internal

identity, a self-authorship that can

coordinate, integrate, act upon, or

invent values, beliefs, convictions,

generalizations, ideals, abstractions,

interpersonal loyalties, and intrapersonal

states.” (p. 185).

What does the self-authored

student look like?

Pizzolato (2006) “Self-authored students

will be reflective about how their

decision impacts their own future and

interpersonal relationships, and they will

be able to see their individual decisions

within a context of goals and situations

that is larger than the one in which

they find themselves (p. 33).”

Historical Foundation

Robert Kegan – developed early 1990’s

Constructivism

People construct meaning or their version of

reality from the environment around them

Develop-mentalism

People are constantly evolving over time

through stages of development impacted by

consistency and change

(Marx, 2012)

Theoretical Development

In 2001 Marcia Baxter Magolda applied self-

authorship to college students

The Learning Partnerships Model (LPM):

1. Validate learners internal knowledge

2. Situate learning experiences based on

learners prior experiences

3. Define learning as a process where

meaning is mutually created

Four Stages of Knowing

Absolute

Transitional

Independent

Contextual

(Harper & Wilson, 2010)

Four Stages towards Self-Authorship

Dimension Following

Formulas

Crossroads Becoming Self-

Authored

Internal

Foundation

Cognitive “How do I

know?”

Rely on

external authority

Question

external plans

Start to

choose beliefs

Internal belief

system

Intrapersonal“Who am I?”

Define self by

othersSeek internal

definitionStart to

choose

values

Internal sense

of self

Interpersonal“What

relationships

do I want

with others?”

Seek external

approval

Need to

incorporate

self into

relationship

Begin

negotiating

self into

relationships

Relationship

Mutuality

established

(Baxter Magolda, 2001, p. 40)

Theory and Research

Pizzolato (2003) research supported:

a) Challenging experiences served as catalyst towards self-authorship

b) Lower levels of privilege may accelerate self-authorship

Pizzolato (2004) research with high-risk students

Begin college with “self-authored ways of knowing” (p. 425)

Jane Pizzolato (2006) supported that advisors could apply the LPM model

Create provocative experiences

Rational for Support Self-Authorship

Council for the Advancement of Standards in Higher Education (CAS)

Student Learning and Development Domains

Knowledge acquisition, integration,

construction, and

application

Cognitive complexity

Intrapersonal development

Interpersonal competence

Humanitarianism and civic

engagement

Practical competence

Benefits of Promoting Self-Authorship

Stronger recognition of beliefs and values

Heighten self-awareness

Improved capacity to construct meaning and

knowledge from external and internal

experiences

Develop sense of insight and purpose

Enhance career and major decision making

capacity

Reflective Exercise

Take a moment to consider the following questions:

1. How do you come to know/believe something or

make decisions?

2. What elements make you who you are and why are

those elements most important to describe you?

3. What kind(s) of relationships are important to you

and why?

(Welkener & Baxter Magolda, 2014, p. 582 )

Part II: Career Decision Making and

Self-Authorship

Career Decision Making

Life long process

Impacted by self-knowledge and occupational

knowledge

Impacted by the interplay of cognitive and

affective processes

Impacted by social experiences

A learned skill

(Hughey, Nelson, Damminger, & McCalla-Wriggins, 2009)

Supporting Students Self-Authorship in

Career Decision Making

Help students identify appropriate criteria to

judge external information and advice

Assist students in creating meaning from

experiences

Challenge dependence on authority and

support steps to take action

Help students understand their career decision

making process

(Laughlin & Creamer, 2007)

Helping Students Understand Career

Decision Making Process

Asking the right questions

Identifying and collecting

information

Considering other factors

Desired Outcomes

(Gordon, 2006)

Factors Impacting Career Decision Making

Career Identity

Career Self-Efficacy

Career Maturity

Emotional Intelligence

Other Factors (family

influence, perceived

barriers…etc.)

(Gordon, 2006)

Following Formulas

Crossroads

Becoming Self-

Authored

Internal Foundation

Career Decision Making and Self-Authorship

Career Decisions

Dimension of Meaning Making

Self-Knowledge

Decision Making

Influences

Information Systems and

Resources

(Gordon, 2006)

Interests, abilities,

values, self-concept,

and career maturity

Sociological,

economic, cultural,

and personality style

Academic and

occupational

Information

Self-Authored Career Decision Making

(Gordon, 2006; Baxter Magolda, 2001)

Integrating LPM Principles into 3-I Process

Inquire

Inform

Integrate

Validate Students as Knowers

Situate Students Learning

Experiences

Co-Construct Meaning

Part III: Strategies to Support Self-

Authored Career Decision Making

Learning Partnerships Model (LPM)

Support Challenge

Mutual Relationships

Internal Identity

Internal Beliefs

Co-Construct Meaning

Situate Learning Experiences

Validate as Knowers

(Baxter Magolda & King, 2004)

LPM 1: Validate Students as Knowers

Assist students determining their

preferences and activities of

interest

Identify the pro’s and con’s

associated with major or

career choices

Prompt students to consider

their strengths and weaknesses

(Pizzolato, 2006)

LPM 2: Situating Student Learning Experiences

Explore the context surrounding

situations

Challenge choices and push

reflection

Identify and discuss external

experiences or behaviors that

impact goals

(Pizzolato, 2006)

LPM 3:Co-Constructing Meaning

Promote reflection on choices

and feelings

Process options and possibilities

Brainstorm alternatives for

achieving goals and objectives

Construct rationale for decisions

and identify ways to negotiate

decisions

(Pizzolato, 2006)

Integrating LPM into 3-I Process: Inquiry

(Gordon, 2006; Pizzolato, 2006)

INQUIRE Validate

Students as

Knowers

Situate in Learning

Experiences

Co-Construct

Meaning

1. Build rapport

2. Identify

academic &

career

concerns

3. Clarify needs

4. Help students

move towards

information collecting

phase

Reflect on

concerns or

needs

Respond

with interest

& empathy

Ask open

ended

questions

• Explore feelings related

to experience

• Discuss the context

surrounding prior issues

• Examine who the

student has discussed

concerns or needs with

in the past

Identify different

ways to handle

concerns or

achieve needs

Discuss what needs

to happen next to

move forward

Inquire Case Study

Caitlyn entered the university as a nursing major. She

had always wanted to be a nurse and volunteered in a

hospital all through high school. However, she received

notice a month ago that her application into the nursing

program was rejected. She thinks this was because her

low chemistry grades brought down her GPA. She has

been depressed since receiving the letter and has

difficulty accepting her situation. She has been

considering dropping out of college. She is totally lost in

considering her next steps. How will you advise her?

(Gordon, 2006, p. 131)

Integrating LPM into 3-I Process: Inform

(Gordon, 2006; Pizzolato, 2006)

INFORM Validate

Students as

Knowers

Situating Learning

Experiences

Co-Construct

Meaning

1. Identify

interests, skills,

and values

2. Present

academic information

3. Provide

career

information

Explore what the

student knows

thus far (e.g.,

major, career,

self…etc.) Discuss student’s

strengths and

weaknesses

Examine prior

academic or career

experiences

Review career

assessments Present possible

learning experiences

(e.g., job shadowing,

internships, research)

Connect to campus resources

Understand

connection

between personal,

career, and

academic experiences

Identify what

needs to happen

next to move

forward

Inform Case Study

Jamel is beginning his sophomore year as a business

major and must designate a primary study area within

the business curriculum. He indicates he chose business

because his family strongly recommended it and he is

eager to get a well paying job after college. Although

he hasn’t taken enough courses in the business specialty

areas to know which ones he prefers, he is considering

either marketing or finance. He realizes he needs a great

deal of information at this point. How will you advise

him?

(Gordon, 2006, p. 132)

Integrating LPM into 3-I Process: Integration

(Gordon, 2006; Pizzolato, 2006)

Integration Validate

Students as

Knowers

Situating Learning

Experiences

Co-Construct

Meaning

1. Puttingtogether all

the puzzle

pieces

(personal,

academic,

and career

information)

2. The big picture

Reflection is key Examine students

overall

perspective

Provide empathy

Discuss context surrounding situation

Consider any

external influences

Challenge

incongruences

Discuss the impact of choices

Brainstorm

alternatives

Understand

multiple or

competing

perspectives

Negotiating choices

Integrate Case Study

Sasha is a senior who is graduating at the end of this

semester as a computer sciences major. She has just

learned that her family is moving back to India. She is

torn, because she was counting on staying in the United

States (she was born here), but she wants to be with her

family. She has had several excellent job offers but is not

sure which company would be best for her. She has also

thought about seeking a position as a computer

specialist in India. How will you advise her?

(Gordon, 2006, p. 132)

Questions

Additional Case Studies for Practice

Undecided Student

Bob is a full-time junior level student attending a

four-year institution. He is the first in his family to

go to college, and struggling to declare a

major. He has completed his general education

courses, and most of his electives. However, he

is not sure what major to declare because his

electives are all over the place. He states he has

been selecting electives that work well with his

work schedule. He works 20 to 30 hours a week

outside of school.

At-Risk Student

Susan has recently been placed on academic probation

for her Business Administration major. Two semesters ago she

transferred to the university from a two year institution. In her

first semester her GPA dropped and has continued to suffer.

She is the first in her family to attend college, and has stated

she often feels lost navigating the institution. She choose the

Business major because she felt it would offer her the most

career opportunities. However, now she is re-thinking her

decision because of her grades. She states that she is

currently working as a sales clerk at a local department

store, and works 40 hours a week. She also states that she

needs to be enrolled full-time to maintain her financial aid.

Veteran Student

Penelope is a returning Hispanic veteran who just

enrolled within a local two-year community college.

She served four years in the army and was

honorably discharged due to injury. Penelope has

not been a student since high school. She enlisted in

the army immediately after high school. In the army

she completed an Associate of Science degree in

Criminal Justice. She is interested in enrolling in

school again and her future goal is to go to Law

School. However, she is not sure where to start in the

process.

International Student

Tom is an international sophomore level student from China, and is enrolled within a large four year university. He is majoring in Engineering, and is seeking permission to register into18 credit hours. He would like to complete his bachelors as soon as possible. He states his goal is to earn his Ph.D. in Engineering because it would make his family very proud. He also states that he would like to learn more about the career opportunities available within his major.

References

Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-authorship. Sterling: Va.: Stylus.

Baxter Magolda, M. B., & King, P. M. (2004). Learning Partnerships : Theory and Models of Practice to Educate for Self-authorship. Sterling, Va: Stylus Publishing.

Council for the Advancement of Standards in Higher Education (CAS). (2014). CAS Standards for Academic Advising (AAP). Retrieved from https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/CAS-Advising-Standards.aspx.

Gordon, V. (2006). Career advising: An academic advisor’s guide. San Francisco, CA: Jossey-Bass.

Harper, R. Wilson, N. L. (2010). More than listening: A casebook for using counseling skills in student affairs work. National Association of Student Personnel Administrators (NASPA): Washington, DC.

Hughey, K. F., Nelson, D.B., Damminger, J.K., & McCalla-Wriggins, B. (2009). The handbook of career advising. In Koring, H., & Reid, B.C. (Eds.) Using student development theory to inform career advising (pp. 97-112). San Franscisco, CA: Josey-Bass.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Boston, MA: Harvard University Press.

References

Laughlin, A. & Creamer, E. G. (2007). Engaging differences: Self-authorship and the decision-making process. New Directions for Teaching and Learning, 109, 43-51.

Marx, E. (2012). Advising to promote self-authorship: Exploring advising strategies and advisor characteristics among new student affairs professionals (Doctoral dissertation). Retrieved from https://eric.ed.gov/?id=ED545629.

Pizzolato, J. E. (2004). Coping with conflict: self-authorship, coping, and adaptation to college in first year, high-risk students. Journal of College Student Development, 45, 425–442.

Pizzolato, J. E. (2003). Developing self-authorship: Exploring the experiences of high-risk college students. Journal of College Student Development, 44, 797–812.

Pizzolato, J. E. (2006). Complex partnerships: Self-authorship and provocative academic-advising practices. NACADA Journal, 26(1), 32 – 45

Welkener, M. M. & Baxter Magolda, M. B. (2014). Better understanding students’ self-authorship via self-portraits. Journal of College Student Development, 55(6), 580 – 585.