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Examining Adultism in Higher Education: A Three-Study Dissertation

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2018, Doctor of Philosophy, Ohio State University, Educational Studies.
Age is a topic that has been elusive in the field of higher education and student affairs. One lens that can be used to conceptualize age dynamics is adultism, which is defined as the systemic way that individuals benefit or experience harmed based on adult status (DeJong, 2014). The three studies in this dissertation are intended to examine adultism within various spheres of higher education and student affairs, including scholarship, professional culture, and where students have learned to form relationships based on political beliefs. Each study is intended to stand on its own as a manuscript. The findings from these three studies aim to open doors for future research and practice on age and adultism. Using critical discourse analysis methodology (Fairclough, 2012), Study One examines discourse on adulthood in journal articles from five higher education journals. A sample of 11 articles were selected based on adult-related terms included in the title of the article. The findings of this study show that traditionally-aged college students are not viewed as adults, that age is used as a way to construct vulnerable populations, and there exists models of criticality on adult discourse. Critical questions on adultism in higher education research are poised to push scholars in the field to become more conscious of adultist norms and values. Study Two is an ethnographic case study (Merriam, 1998) of a national student affairs conference and critically examines the phenomenon of giving advice through the lens of adultism to unpack adult status and power within the profession. Data sources of this case study included field observations, informal member checks, follow-up interviews, and archived tweets using the conference hashtag. The primary theme from this study suggests that student affairs professionals view themselves as adults and helpers to young people. Two secondary themes emerged as consequences of this dynamic, where advice-giving maintains generational divides and reproduces a hegemonic concept of professionalism. To deepen understanding of social divisions in the context of politically charged atmospheres, Study Three is a social network analysis that examines peer networks of first-year college students at a large, public institution in the U.S. Midwest. This study found that adults serve as reference points for how young people have learned to factor political beliefs into their relationships with others. In addition, young people initially claim that political beliefs are not factors in the formation of their friendships in college. However, their narratives show that certain values and beliefs created political divides. The dissertation concludes with a final chapter which calls for higher education scholars and practitioners to begin identifying and addressing adultism within higher education and student affairs. I offer four potential approaches that can be taken: incorporate adultism into intersectional work, move beyond chronological age, emphasize age diversity, and foster intergenerational communities. I provide these approaches, as well as the findings of the study, as only the beginning of examining age and adultism in higher education in the hopes that future scholars and practitioners will join in the conversation.
Marc Johnston-Guerrero, Ph.D. (Advisor)
Susan Jones, Ph.D. (Committee Member)
Jen Wong, Ph.D. (Committee Member)
226 p.

Recommended Citations

Citations

  • Tran, V. T. (2018). Examining Adultism in Higher Education: A Three-Study Dissertation [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1513667699503368

    APA Style (7th edition)

  • Tran, Vu. Examining Adultism in Higher Education: A Three-Study Dissertation. 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1513667699503368.

    MLA Style (8th edition)

  • Tran, Vu. "Examining Adultism in Higher Education: A Three-Study Dissertation." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1513667699503368

    Chicago Manual of Style (17th edition)