Running head: STUDENT INTERVIEW

Student Interview Paper

Jesus Romero
Western Michigan University

STUDENTINTERVIEW

2
Student Interview Paper

As a first year student at Western Michigan University, John-Mark knew he wanted to be

involved in campus life. Having held numerous positions in different high school clubs and
organizations, he came to college knowing that he wanted to continue his involvement in cocurricular activities. He was ambitious at a campus event and searched out several different
options for becoming involved in different student organizations. In his first few months, he was
part of his residence hall council, Outspoken, and the Campus Activities Board (CAB). I was
trying to fit in and find a place, he said and ultimately decided to stick with CAB (personal
communication, October 7, 2013). John-Mark did not simply stop at being a general member of
CAB and he became a board member of the organization within his first semester. He has also
been involved with student government, Orientation, Fall Welcome, and was on Homecoming
Court. Throughout his college career, John-Mark has been involved with several different
organizations and held a variety of leadership positions all of which have allowed him to develop
into the young man he is today.
The end of John-Marks second year in college can be seen as a defining moment in his
development. Before the start of his second year he had served as a Student Orientation Leader.
Throughout that year, he was also involved with CAB and Western Student Association (WSA),
the campus student government. Towards the end of the school year he began to think about
what he wanted to be involved with for his third year. He first applied to be a Student Orientation
Coordinator (SOC) since he had really enjoyed the experience and wanted to take it a step
further. However, he was not selected to serve as a SOC and decided to apply to for a new
position that would assist with parent orientation. That opportunity was also one he was turned
down for. Knowing that he was more passionate about CAB than WSA, John-Mark ran for CAB

STUDENTINTERVIEW

Chair but unfortunately he did not win the election. One final opportunity that he applied for was
that of Bronco Bash Coordinator. He was selected as one of the three coordinators that help plan
one of the biggest events on campus. John-Mark noted that he saw this position as perhaps the
best fit since it combined his skills in graphic design with his passion for being involved
(personal communication, October 7, 2013).
One theory that can be applied to this time in John-Marks college career is Baxter
Magoldas Theory of Self-Authorship. In phase three of this theory, individuals start to become
the authors of their own lives and it is characterized by the ability to choose ones beliefs and
stand up for them in the face of conflicting external viewpoints (Evans et al., 2010). When
talking about the end of his second year and the challenges that he faced John-Mark said he
believes that everything happens for a reason (personal communication, October 7, 2013). This
philosophy of his helps explain why even through all of the disappointments he faced in not
attaining the leadership positions he sought out, John-Mark never gave up and instead looked for
other opportunities. As this relates to the elements of self-authorship, it can be said that he has
been able to trust his internal voice and build an internal foundation. Trusting the internal voice
is where participants realize that they cannot control events external to them but could control
how they thought about and responded to events. Once individuals learn to trust their internal
voices, they can begin to build an internal foundation, which is defined as a personal philosophy
or framework to guide their actions (Evans et al., 2010). John-Mark did not allow the fact that he
could not control the events that happened but could still choose to move past them in
accordance with his personal philosophy of believing that everything happens for a reason. Thus,
he is developing his self-authorship.
A second theory that can be used to understand John-Marks development during this

STUDENTINTERVIEW

time is Schlossbergs Transition Theory. The different positions for which he was not selected or
elected can all be seen as personal, unanticipated transitions since they are related to individual
aspirations and also not predictable or scheduled (Evans et al., 2010). This was his personal
transition that took place in the school setting, which is the context of the transition. The impact
of the transition can said to be very minimal as John-Mark was able to seek out other
opportunities to get involved. While some people would have been preoccupied with the
transition, he was able to integrate the transition and move forward. He was able to cope with the
transition because of the timing of the situation, his own personal philosophy, and the strategies
that he implemented to not let himself give up. I would argue that this constitutes a growth in his
development.
In my interview with John-Mark, one aspect of his college career that stood out was that
he has struggled with friendships before. He mentioned that he values friendships but that he has
had issues with maintaining these relationships in the past. When talking about his experience
being a Student Orientation Leader, he said: Its where I felt in place and like I had a support
system going into my second year (personal communication, October 7, 2013). Some of the
friendships that he established through this experience are relationships that are still strong today.
This topic came up again when he was explaining how he would have liked to join his fraternity
sooner since being part of the fraternity helped him deal with the friendship issues he had before.
The way he saw it, when you join a fraternity, you are becoming part of a brotherhood where you
have to trust your brothers since they are the ones that will be there for you no matter what.
Chickerings Theory of Identity Development is useful in discussing John-Marks ability
to form meaningful relationships. One of the vectors in this theory is developing mature
interpersonal relationships, which involves tolerance and appreciation of differences as well as a

STUDENTINTERVIEW

capacity for intimacy (Chickering & Reisser, 1993). He identified that early on in his college
career he started off with issues in building friendships that were meaningful. However, he is
now at the point where he has the ability to establish mature interpersonal relationships. One of
the relationships he established was with the president of WSA and through this friendship he
decided to join a fraternity since he recognized that he and the other members had similar
interests. While we did not talk about his intimate relationships, John-Mark does understand that
people come from different walks of life and that everyone has different goals, motivations, and
agendas (personal communication, October 7, 2013). In being able to work through issues of
trust and support in past friendships and becoming comfortable with forming new friendships,
John-Mark has shown that he is developing his identity.
When stepping back to look at this situation from a theory standpoint, several theories
can be applied to John-Marks development. If looking at his experience with facing
disappointment after disappointment, both Baxter Magoldas Theory of Self-Authorship and
Schlossbergs Transition Theory are useful in understanding this development. Chickerings
Theory of Identity Development helps to frame how John-Mark developing mature interpersonal
relationships shows that he is developing his identity. He is now in his final year of college and
serves as the President of WSA while also working as the Lead Designer in the RSO Designs
Office. College has definitely offered him many opportunities to develop and he even recognizes
that he is now more concerned with obtaining an education and eventually a job but also being
committed to something. A final remark he offered was: I am content with my college
experience because I have done everything I wanted to and wouldnt change a thing (personal
communication, October 7, 2013).

STUDENTINTERVIEW

6
References

Chickering, A. W. & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco, CA:
Jossey-Bass
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student
development in college: Theory, research, and practice (2nd ed.). San Francisco, CA:
Jossey-Bass.
J. Romero, personal communication, October 7, 2013.

STUDENTINTERVIEW

7
Appendix
Interview questions

1. Tell me about your freshman year. What were some of the feelings you had and what
were you like?
2. Tell me about your college experience. Were there any significant or defining moments?
Any significant people?
3. How would you describe yourself as a first year student and why?
4. What three words would you use to describe yourself now? Why?
5. How have some of your views changed from first year to now?
6. What obstacles, issues, or challenges have you had to face since starting college?
7. How have your relationships with family, friends, etc. changed since starting college?
8. How has college helped you understand yourself and your goals?
9. What do you value?
10. Do you see diversity differently now than you did when you first started? If so, how?
11. How do you approach uncertainty and problem solving now as opposed to how you did
as a first year?
12. Is there anything else you would like to share or something we have not talked about that
you feel is important?