How Young Adults Understand Vocation in Their Lives

257 Pages·2016·1.07 MB·English

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Dissertations Theses and Dissertations
2010
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John A. Dahlstrand
Loyola University Chicago
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Copyright © 2010 John A. Dahlstrand
LOYOLA UNIVERSITY CHICAGO

THE CALLER AND THE CALLED:

HOW YOUNG ADULTS UNDERSTAND VOCATION IN THEIR LIVES

A DISSERTATION SUBMITTED TO

THE FACULTY OF THE GRADUATE SCHOOL

IN CANDIDACY FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY

PROGRAM IN HIGHER EDUCATION ADMINISTRATION

BY

JOHN A. DAHLSTRAND

CHICAGO, ILLINOIS

DECEMBER 2010
Copyright by John A. Dahlstrand, 2010
All rights reserved.
ACKNOWLEDGEMENTS
As with many aspects of life, it was through a supportive community that I was
able to accomplish this project. First, I thank Dr. Jennifer Grant Haworth, my dissertation
director, for believing in me and trusting that I could take her wonderfully rich data and
make a story out of it. She was an amazing coach who not only taught me much about the
process of research and writing, but about living a life full of meaning. I also thank my
other committee members, Dr. Robert Ludwig and Dr. Leanne Kallemeyn for their
support and generosity of time.
I would not have been able to do any of this without the unending love, support,
and encouragement from my wife, Gina. It was through this long journey that she helped
me stay positive and remember what a gift it truly was to have this opportunity. She has
demonstrated the true meaning of living out multiple callings. I also thank my children,
Clare and Jack, for allowing me to understand the wonderful call of fatherhood. Now,
instead of going to Corner Bakery without you on weekends we can all go together!
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For Clare and Jack.
TABLE OF CONTENTS

ACKNOWLEDGEMENTS iii

DEDICATION iv

LIST OF FIGURES viii

ABSTRACT ix

CHAPTER ONE: INTRODUCTION 1
Conceptual Framework 3
Purpose of the Study and Research Questions 5
Definitions and Historical Roots of Key Terms 7
Vocation and calling 7
Vocational discernment 10
Spirituality, religion, and faith 12
Significance of the Study 13

CHAPTER TWO: REVIEW OF LITERATURE 15
Development Theory 15
James Marcia – Ego identity 16
Marcia Baxter Magolda – Model of epistemological reflection 19
James Fowler – Faith development 23
Sharon Daloz Parks – Meaning making 25
Anna Miller-Tiedeman & David Tiedeman – Lifecareer theory 29
Summary 34
Young Adults‘ Interest in Spirituality 36
Spiritual quest 37
Young adults‘ understanding of spirituality 40
Variations of how students express their interest in spirituality 42
Summary 44
Young Adults‘ Understanding of Vocation 45
Views of vocation 46
Relationship between spirituality and vocation/career 46
Summary 49
Theological Discussion of Vocation and Calling 49
Summary 53
Efforts to Foster Young Adults‘ Spiritual Development and Vocational Discernment 54
The institutional role in holistic development 54
A higher education professional‘s role in holistic development 60
Considerations when developing programs 65
Specific types of programs 67
v
Summary 70
Conclusion 72

CHAPTER THREE: METHODOLOGY 74
Purpose and Research Questions 74
Methodological Frameworks 75
Research Design and Method 78
Study approval 78
Participants 78
Method 79
Data collection 81
Data Analysis 83
Ethical Considerations and Trustworthiness 85
Limitations 87

CHAPTER FOUR: THEIR LIVES AND THEIR STORIES 89
Alexandra 89
Cam 91
Carly 94
Carmen 96
Chico 99
Chiquita 101
Dorothy 103
Elise 106
Kana 108
Patch 110
Patty 113
Conclusion 115

CHAPTER FIVE: INFLUENCES ON CALLING 117
Faith/Spirituality 118
Religion vs. spirituality 119
Experiences of change during college 123
Summary 126
Interpersonal Relationships 127
Family 127
Friendships 131
Student groups 134
Summary 136
Encounters with Other 136
College 137
Cross-cultural experiences 140
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Community service 143
Summary 148
Development 148
Conclusion 153

CHAPTER SIX: YOUNG ADULTS‘ UNDERSTANDING OF CALLING 154
The Caller and the Called 154
What is a calling? 155
Where do callings come from? 158
Who has a calling? 161
Summary 163
Vocational Discernment 164
Current Callings 169
Increased clarity in calling 170
Lack of clarity or no change in calling 174
Decreased clarity in calling 176
Summary 179
Impediments to Calling 179
Conclusion 182

CHAPTER SEVEN: CONCLUSIONS, IMPLICATIONS, AND REFLECTIONS 185
Overarching Conclusions 186
Review of the conceptual framework 187
Young adulthood: A ―ripe‖ time for vocational discernment? 190
The practices of vocational discernment: A pedagogical paradigm 194
Impact of life experiences and a supportive community 205
Recommendations for Practice 208
Institutional practices 208
Individual practices 212
Recommendations for Future Research 216
Final Remarks 218

APPENDIX A: INTERVIEW PROTOCOL 220

REFERENCES 235

VITA 245
vii
LIST OF FIGURES
Figures Page
1. Conceptual Framework 4
2. Revised Conceptual Framework 189
3. Pedagogical Paradigm 195

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ABSTRACT
While scholarly research offers some insight into the career decision-making
process, it says little about how individuals discern their callings and how the vocational
discernment process affects career choice. Accordingly, this study generated baseline
understandings in both of these areas that proved theoretically and practically fruitful and
which have the potential to serve as a launching pad for future research. These new
understandings are critical because decisions relating to career choice and vocation are of
particular importance to college-aged adults.
This study was informed by a conceptual framework identifying seven key
domains that were assumed to potentially shape students‘ understanding of call: 1)
faith/spirituality, 2) interpersonal relationships, 3) encounters with others, 4) values, 5)
critical life events contributing to self-definition, 6) understanding of passion, gifts, and
talents, and 7) developmental issues and one‘s capacity for self-authorship (Haworth &
McCruden, 2001). The following research questions informed this investigation: 1) How
do young adults make sense of and construct the theme of vocation or call in their lives?;
2) What and who shapes their understandings of ―calling?‖; and, 3) How do these
influences affect their response to ―calling?‖
Three semi-structured life story interviews were conducted with the participants
over a three year period. Results from this investigation suggest that there are both direct
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