Experiential Education and Self-Authorship

An Examination of Students Enrolled in Immersion High Schools

Bibliographic Data

ID21634528
AuthorsMeagan Ricks (0000-0003-1602-4894, The University of Utah, Salt Lake City, USA, corresponding author), Lisa Meerts-Brandsma (0000-0002-9563-8220, Weber State University, Ogden, UT, USA), Jim Sibthorp (0000-0002-4574-9141, The University of Utah, Salt Lake City, USA)
Year2021
Volume44
Issue1
Pages65-83
Publication date2021-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Experiential Education (JOURNAL)
Journal identifiersISSN: 1053-8259 • E-ISSN: 2169-009X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/1053825920980787
OpenAlexW3116921731
LanguageEN
Citations received2
References cited31

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context

Experiential education · Experiential learning · Interpersonal communication · Intrapersonal communication · Pedagogy · Situated · Ego Development and Educational Practices · Identity, Memory, and Therapy · Psychology · Social Psychology · Youth Development and Social Support

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