Professional socialization of graduate students in the field of student personnel work was studied during the 1980-81 academic year. Of particular interest were identification of students with the professional role and mission of the field, development of competencies and career plans, and strength of commitment to the field.
Twenty-seven first-year and 19 second-year master's degree students in student personnel work were studied. Eighteen from each group were also in a graduate assistantship program through which professionally-related work experience was provided. In addition, a combined total of 12 first--and second-year students in master's degree program in counseling psychology, higher education administration, and counseling and guidance who were part of the assistantship program were included in the study in a tangential capacity.
The study was carried out through use of a grounded qualitative research methodology. The author interviewed each participant three times, once per academic quarter. Each interview contained questions pertaining to academic learning, skill development, career plans, professional commitment, and professional and social relationships. The author observed participants in meetings and classroom sessions throughout the study period. Therein he made notes of discussion content and behavior of students, faculty, and staff.
Ongoing comparative analysis of data resulted in categorization and behavioral and attitudinal trend development. Major findings pertained to the impact of individuals on career definitions and commitment directions. Specifically, three propositions were advanced. First, students determine what to learn, how to function, and who to emulate in the field of student personnel work based on individual orientations to interpretation of value and meaning in their environments. Second, students will construct personalized definitions of the field of student personnel work based on prior academic interests, personal interests, life histories, and self-confidence. Third, those students who identify with student personnel work as a broad field will have the most tentative commitment; conversely, those with the most decisive commitment will identify with specific subsets of the field but not with the field in general. Such decision and commitment parameters suggested possible group trends particular to student personnel work that future research could identify. Broader considerations included the essence of student personnel work as a profession and its implication for graduate training. Finally, changing roles and definitions of professions in society are questioned.