Self-Authorship in Student Affairs

The emerging millennial generation of young professionals in student affairs, often accused of being shielded from many of life's developmentally stimulating challenges, may not be sufficiently self-authored to effectively facilitate epistemological, intrapersonal, and interpersonal development among their students. Contrary to expectations, however, results from this study suggest current graduate assistants and recent job-changers have higher levels of self-authorship than their colleagues. Implications for graduate preparation, professional practice, and future research are discussed.