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Fostering civic-mindedness in undergraduate students: an interpretative phenomenological analysis

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dc.contributor.authorWiemer, Andrew David, author
dc.contributor.authorKuk, Linda, advisor
dc.contributor.authorJohnson, Jen, committee member
dc.contributor.authorNorris, Kristin, committee member
dc.contributor.authorTungate, Susan, committee member
dc.date.accessioned2023-01-21T01:25:09Z
dc.date.available2023-01-21T01:25:09Z
dc.date.issued2022
dc.description.abstractThe overarching purpose of this research study was to develop a broader understanding of various forms of civic learning and democratic engagement activities that foster a student's development of civic-mindedness and their intentions for future civic participation. The goal of the research was to understand civic-mindedness through the lens of students understanding their own civic-mindedness, how participation and involvement throughout college influenced civic-mindedness, student perception of faculty and staff on their civic-mindedness, perception of experiences not directly related to college influencing civic-mindedness, and how their collegiate experiences contribute to their future civic participation. Ten participants were selected for the study from across the Atlantic Coast Conference (ACC) institutions. Utilizing interpretative phenomenological analysis (IPA), participants shared their lived experiences during their time as an undergraduate student. The study is significant and addressed a gap in literature that provides higher education administrators, researchers, and scholars with an increased understanding of how students develop civic-mindedness through civic learning and democratic engagement activities on college campuses. Six major themes arose from the data including: exposure to civic learning and democratic engagement experiences, participation in campus experiences, participation in pre-college civic experiences, support systems, growth in civic-mindedness, and future involvement in civic participation. The overall findings of the study supported the themes and revealed that various experiences can influence the growth and development of civic mindedness. The seven findings included: exposure to experiences, curricular experiences, campus involvement, support systems and mentoring, diversity experiences, pre-college experiences, growth of civic-mindedness, and future intentions. The experiences shared by each of the participants in the study provides insight into how higher education can continue to support the growth and development of civic-mindedness in future generations of students.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierWiemer_colostate_0053A_17523.pdf
dc.identifier.urihttps://hdl.handle.net/10217/236046
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectcivic-mindedness
dc.subjectleadership
dc.subjectservice
dc.subjectdemocracy
dc.subjectcivic
dc.subjectpolitical
dc.titleFostering civic-mindedness in undergraduate students: an interpretative phenomenological analysis
dc.typeText
dc.typeImage
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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