Variability Patterns in Self-Authorship Trajectories: Complicating Understanding of Development

Abstract

Abstract: This descriptive qualitative study identified variability patterns in students' self-authoring capacities during college. To do so, we developed a procedure for examining shifts in students' self-authorship positions between each of four years of college; these were identified through annual interviewswith 131 students from six colleges or universities. Although virtually all students developed toward self-authorship, steady development each year was relatively rare, and occurrences of both stasis and regression were quite common, suggesting that development is more variable than consistent or linear. We also explored differences by race/ethnicity and gender and discussed implications for educators.