Department of Psychology, University of Minnesota, Twin Cities, Minneapolis, MN 55455-0344, USA.
Dev Psychol. 2010 Nov;46(6):1590-604. doi: 10.1037/a0020738.
The purpose of the present study was to investigate the development of college students' major selection and whether and how this choice is associated with their developing ethnic identities. Ninety ethnically diverse college students were interviewed in their first, sophomore, and senior years. Mixed-method analyses revealed 5 theoretically consistent pathways of how students configured their ethnic identities and majors over time: low awareness, consciousness-raised, high awareness, integrating, and compartmentalized. These pathways were differentially related to students' ethnicities and majors, suggesting that students' identity experiences are moderated by their chosen majors. The results of this study underscore the contribution of a longitudinal, life-span, approach to identity development for understanding the diversity in identity pathways during college. The findings also have implications for practical purposes, particularly for advising, counseling, and curriculum development.
本研究旨在探讨大学生专业选择的发展，以及这种选择是否以及如何与他们不断发展的种族认同相关。在大一、大二和大四，对 90 名不同种族的大学生进行了访谈。混合方法分析揭示了学生随着时间的推移配置其种族认同和专业的 5 种理论上一致的途径：低意识、意识提高、高意识、整合和分隔。这些途径与学生的种族和专业存在差异相关，表明学生的身份体验受到所选专业的调节。本研究的结果强调了采用纵向、全生命周期的方法来理解大学生涯中身份途径的多样性对身份发展的贡献。研究结果还具有实际意义，特别是对咨询、辅导和课程开发具有启示意义。
