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How Young Adults Understand Vocation in Their Lives PDF

257 Pages·2016·1.07 MB·English
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LLooyyoollaa UUnniivveerrssiittyy CChhiiccaaggoo LLooyyoollaa eeCCoommmmoonnss Dissertations Theses and Dissertations 2010 TThhee CCaalllleerr aanndd tthhee CCaalllleedd:: HHooww YYoouunngg AAdduullttss UUnnddeerrssttaanndd VVooccaattiioonn iinn TThheeiirr LLiivveess John A. Dahlstrand Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Higher Education Administration Commons RReeccoommmmeennddeedd CCiittaattiioonn Dahlstrand, John A., "The Caller and the Called: How Young Adults Understand Vocation in Their Lives" (2010). Dissertations. 148. https://ecommons.luc.edu/luc_diss/148 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. 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! iii 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 vi 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 viii 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 ix

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John Calvin. Thomas Aquinas (1225-1274) believed that With this in mind, in this study, I sought to understand vocational discernment While Aquinas, Luther, and Calvin had much to say about vocation, St. Ignatius .. There are six stages that define Super's theory: 1) crystallization (ages. 14-18
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