Using qualitative data from 22 early-career–student-affairs professionals, this study examines the relationship between social and professional identity and professional practice. Guided by the R-MMDI and a criticalist perspective (Freire, 1970 Freire, P. (1970). Pedagogy of the oppressed. Continuum. [Google Scholar]), we find that race, gender, age, and first-generation status are the most salient identities in the workplace. These identities are most often reported by participants as a tool used to connect with students and advocate for student needs.

中文翻译：

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学生事务身份显着性：社会身份在实践中的作用

本研究使用来自 22 名早期职业学生事务专业人士的定性数据，探讨了社会和职业认同与专业实践之间的关系。以 R-MMDI 和批判主义观点为指导（Freire，1970 弗莱雷，P.（1970）。被压迫者的教育学。连续体。 [Google Scholar]），我们发现种族、性别、年龄和第一代身份是工作场所中最显着的身份。参与者最常将这些身份报告为用于与学生联系并倡导学生需求的工具。