1. Facebook Mediated Professional Identity Development #NASPATech: Student Affairs Technology Conference October 27, 2011 Sara Sandstrom Smith College Department of Residence Life Doctoral Candidate in Higher Education, University of Massachusetts Amherst

2. Background Personal Experience Dearth of research on professional identity development New cohort of professionals Professionalism is “the internal acceptance of a value system indicative of the newly accepted role” (Weidman et.al., 2001, p.49)

3. Conceptual Framework Personal Experience Theory of Organizational Socialization (VanMaanen & Schein, 1979) Model of Socialization (Weidman, Toale, and Stein, 2001) Literature ◦ Undergraduate Facebook Use ◦ Professionalism and Professional Behavior

4. Research Goals/Methods How do participants decide how to use facebook? Are there expectations for facebook use from external sources? If so, what are they? “ground rules” of facebook use? Ethnography Population of Interest Observation Interviews Coding

5. Participants Male, 24, 2 nd year masters student. Assistantship in Student Activities Male, 24, 3 rd year masters student. Assistantship as Sustainability Coordinator (turned full-time after one year) Female, 25, 2 nd year masters student. Assistant Residence Director Male, 23, 2 nd year masters student. Assistant Residence Director

6. Results/What I learned Content Control Very little guidance No professional standards Shift in facebook usage Reputation There is a need to think about professional behavior on facebook

7. Professional Identity Development? Appropriate behavior Boundaries Managing impressions or perceptions Identity establishment Implicit expectations of professionalism, not much external guidance Easier to say what is NOT professional, than what IS.

8. Discussion What is professional behavior? What is professional behavior on facebook? (and, if you like, on twitter) How do we mentor and prepare our graduate students and new professionals? How has social media changed professional identity development? How has it affected professional behavior? What can we do now?

9. Selected References Boehman, J. (2007). Affective commitment among stude nt affairs professionals. NASPA Journal, 44(2), 307-326. Carpenter, S., & Stimpson, M. (2007). Professionalism, Scholarly Practice, and Professional Development in Student Affairs. NASPA Journal, 44(2), 265-284. Janosik, S. M. (2007). Common issues in professional behavior. NASPA Journal, 44(2), 285-306. Jessup-Anger, E.R. & Renn, K.A. (2008). Preparing new professionals: Lessons for graduate preparation programs from a national study of new professionals in student affairs. Journal of College Student Development, 49(4), 319-335. McEwen, M.K. & Taub, D.J. (2006). Decision to enter the profession of student affairs. Journal of College Student Development, 47(2), 206-216. Van Maanen, J. & Schein, E.H. (1979). Toward a theory of organization socialization. Research in Organizational Behavior, 1, 209-264. Weidman, J. C., Twale, D. J., Stein, E. L., ERIC Clearinghouse on, H. E., George Washington Univ, Washington, DC Graduate School of Education and,Human Development, & Association for the Study of,Higher Education. (2001). Socialization of graduate and professional students in higher education: A perilous passage? ASHE- ERIC higher education report, volume 28, number 3. San Francisco: Jossey- Bass higher and adult education series