College of Education Theses and Dissertations

Date of Award

Winter 2013

Degree Type

Thesis

Degree Name

Master of Arts in Social and Cultural Foundations in Education

Department

College of Education, Department of Educational Policy Studies and Research

First Advisor

Karen Monkman, PhD

Abstract

This study examined college student development theories taught in a higher education master’s program at a major Midwestern university. The purpose of this study was to examine if college student development theories possess underlying assumptions that are hegemonic. It was apparent through this research that college student development theory does contain hegemonic assumptions, which ultimately impacts the work between student affairs practitioners and students. This study particularly focused on the impact of practitioners’ use of hegemonic theory when facilitating identity development for student growth and empowerment.

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