Creating my own story: Catholic women's college students narrating their lives

Kathryn A.E. Enke, Kelly T. Winters, Rebecca Ropers

Research output: Contribution to journalArticle

Abstract

Given the complex and gendered messages college women receive about their future professional and personal lives, a woman's college experiences play an important role in helping her make difficult life choices. In this article, we present a narrative analysis of the envisioned futures of students at two Catholic women's colleges in the Midwestern United States. Participants drew on a number of narrative themes when creating their rhetorical future lives, including sequencing or juggling multiple priorities, opting out of future work or family roles, using overarching principles to make decisions about future roles, and maintaining resistance to planning. Our findings suggest that holistic understandings of students' experiences must consider the complex ways in which identities, such as gender, are positioned within social narratives.

Original languageEnglish (US)
Pages (from-to)481-496
Number of pages16
JournalJournal of College Student Development
Volume54
Issue number5
DOIs
StatePublished - Jan 1 2013

Fingerprint

narrative
student
experience
planning
gender

Cite this

Creating my own story : Catholic women's college students narrating their lives. / Enke, Kathryn A.E.; Winters, Kelly T.; Ropers, Rebecca.

In: Journal of College Student Development, Vol. 54, No. 5, 01.01.2013, p. 481-496.

Research output: Contribution to journalArticle

@article{2c3651bd3bd74188a8f954994625bee0,
title = "Creating my own story: Catholic women's college students narrating their lives",
abstract = "Given the complex and gendered messages college women receive about their future professional and personal lives, a woman's college experiences play an important role in helping her make difficult life choices. In this article, we present a narrative analysis of the envisioned futures of students at two Catholic women's colleges in the Midwestern United States. Participants drew on a number of narrative themes when creating their rhetorical future lives, including sequencing or juggling multiple priorities, opting out of future work or family roles, using overarching principles to make decisions about future roles, and maintaining resistance to planning. Our findings suggest that holistic understandings of students' experiences must consider the complex ways in which identities, such as gender, are positioned within social narratives.",
author = "Enke, {Kathryn A.E.} and Winters, {Kelly T.} and Rebecca Ropers",
year = "2013",
month = "1",
day = "1",
doi = "10.1353/csd.2013.0075",
language = "English (US)",
volume = "54",
pages = "481--496",
journal = "Journal of College Student Development",
issn = "0897-5264",
publisher = "Johns Hopkins University Press",
number = "5",

}

TY - JOUR

T1 - Creating my own story

T2 - Catholic women's college students narrating their lives

AU - Enke, Kathryn A.E.

AU - Winters, Kelly T.

AU - Ropers, Rebecca

PY - 2013/1/1

Y1 - 2013/1/1

N2 - Given the complex and gendered messages college women receive about their future professional and personal lives, a woman's college experiences play an important role in helping her make difficult life choices. In this article, we present a narrative analysis of the envisioned futures of students at two Catholic women's colleges in the Midwestern United States. Participants drew on a number of narrative themes when creating their rhetorical future lives, including sequencing or juggling multiple priorities, opting out of future work or family roles, using overarching principles to make decisions about future roles, and maintaining resistance to planning. Our findings suggest that holistic understandings of students' experiences must consider the complex ways in which identities, such as gender, are positioned within social narratives.

AB - Given the complex and gendered messages college women receive about their future professional and personal lives, a woman's college experiences play an important role in helping her make difficult life choices. In this article, we present a narrative analysis of the envisioned futures of students at two Catholic women's colleges in the Midwestern United States. Participants drew on a number of narrative themes when creating their rhetorical future lives, including sequencing or juggling multiple priorities, opting out of future work or family roles, using overarching principles to make decisions about future roles, and maintaining resistance to planning. Our findings suggest that holistic understandings of students' experiences must consider the complex ways in which identities, such as gender, are positioned within social narratives.

UR - http://www.scopus.com/inward/record.url?scp=84885769466&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84885769466&partnerID=8YFLogxK

U2 - 10.1353/csd.2013.0075

DO - 10.1353/csd.2013.0075

M3 - Article

AN - SCOPUS:84885769466

VL - 54

SP - 481

EP - 496

JO - Journal of College Student Development

JF - Journal of College Student Development

SN - 0897-5264

IS - 5

ER -