An Exploration of the Lived Experiences of Traditional-Aged College Students Relating to the Vocational Discernment Process and Identity Formation: An Interpretive Phenomenological Analysis.

摘要

The research presented in this study sought to explore how 18- to 22-year-olds perceive experiential learning opportunities impacting their vocational discernment processes and identity development while in college. Whether facilitated through courses, internship programs, or one-on-one career counseling, this research sought to uncover if experiences outside of the classroom influence or impact a student's understanding of their vocation and, if so, in what specific ways. Identity development and vocational commitment were explored utilizing individual interviews and Chickering and Reisser's (1993) identity development framework. Specifically, this research explored Vector 6: Developing Purpose. In addition, William Barratt's (1978) Developing Purposes Inventory (DPI) was used as a supplement to further aid in illuminating themes around this phenomenon. Through the utilization of diverse platforms and experiential opportunities, Millennials may more effectively discern what career path best aligns with their values, thus choosing vocations that may lead to a more fulfilling career experience postgraduation.