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No Need to Holler: First-Year College Student Self-Authored Worldview Commitment at Appalachian Institutions

Knight, Graham R.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1618231991467487

Abstract Details

2021, Doctor of Philosophy, Ohio State University, Educational Studies.
This study seeks to better understand how undergraduate students in the region are coming to better understand their own worldview beliefs and how they fit into an increasingly globalized world and does so by examining the development of self-authored worldview commitment over the first year of college for students enrolled at four-year institutions in the Appalachian region. After controlling for variables including but not limited to: students’ pre-college characteristics, including their incoming measures of self-authored worldview commitment, institutional conditions and climates, and student behaviors during their first year, what emerges after measuring students’ self-authored worldview commitment scores at the end of their first year provides insight into the college conditions and student behaviors that contribute towards, or hinder, students’ ability to self-author their worldviews. Students attending Appalachian institutions were found to be analogous to their peers nationwide on both their entering measures of self-authored worldview commitment as well as their developmental measures after their first year. The Appalachian-specific precollege characteristics that emerged suggested that worldview minority, first-generation college-going, and higher achieving students, as well as those intending to pursue business administration all showed lower gains on this measure while students of another worldview showed higher returns. The campus relational contexts that emerged as significant were provocative encounters with worldview diversity, which boosted development, and negative interworldview engagement which hindered it. Finally, students who engaged in two or more informal academic activities showed above-average gains in their worldview commitment. Appalachian institutions should ensure that their campuses provide opportunities for interworldview engagement that are appropriately structured for higher achieving and first-generation college going students, as well as work to create college environments that help rather than hinder such engagement. Further, implications for institutions that serve Appalachian students are provided.
Matthew Mayhew (Committee Chair)
Anne-Marie Nunez (Committee Member)
Penny A. Pasque (Committee Member)
165 p.
Higher Education; Higher Education Administration
Appalachia; Appalachian; Higher Education; College Students; Self-Authorship; Self-Authored Worldview Commitment

Recommended Citations

Citations

  • Knight, G. R. (2021). No Need to Holler: First-Year College Student Self-Authored Worldview Commitment at Appalachian Institutions [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618231991467487

    APA Style (7th edition)

  • Knight, Graham. No Need to Holler: First-Year College Student Self-Authored Worldview Commitment at Appalachian Institutions. 2021. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1618231991467487.

    MLA Style (8th edition)

  • Knight, Graham. "No Need to Holler: First-Year College Student Self-Authored Worldview Commitment at Appalachian Institutions." Doctoral dissertation, Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618231991467487

    Chicago Manual of Style (17th edition)

osu1618231991467487
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© 2021, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.