On becoming more open to social identity based difference: Understanding the meaning college students make of this movement, a qualitative study.

摘要

This study relied on a constructionist framework and phenomenological research methods to gain an understanding about the movement college students make in becoming more open to social identity based differences. Although multiple quantitative and multi-institutional studies have been conducted exploring this development, few have focused on the students' voices in describing the movement and their experiences around difference. The purpose of this study was to collect data that would contribute to an understanding of how individual students experience and make meaning around an increased openness to students from backgrounds different from their own and what common threads may exist regarding this shift.; Using criterion-based sampling techniques, 5 participants were selected to share their stories on what contributed to their increased openness, what value it held for them, and how they would describe the movement itself. In-depth interviews, personal reflections, and a focus group were conducted over a 4-month period to gather data. After each interview, an initial analysis was conducted using inductive techniques to identify salient themes emerging from the research questions. Once the themes had been identified, the analyses were reviewed with each participant to clarify and strengthen the themes and construct meanings together around the data. This process was iterative and occurred three times with each participant as their thoughts and meanings were conducted around the experience. This coconstruction of knowledge and continual dialogue between the investigator and the participant reflected the constructivist nature of the study.; The findings affirmed much of the literature around the campus environments that contribute to this shift but also revealed a much more fluid and recursive development process than previous stage-based theories have implied. For these participants, the movement towards increased openness was fluid, contextually based, and recursive, and it was closely tied to their own identity growth. The fluidity and recursivity of the movement contributed to tension and confusion for many of the participants. Several implications for research and practice are discussed and recommended.