Social Status Equalization and Outdoor Orientation Programs: An Exploratory Study

Autor/inn/en	Bell, Brent J.; Trumble, Mason; Morrissette, Renee'
Titel	Social Status Equalization and Outdoor Orientation Programs: An Exploratory Study
Quelle	In: Journal of Experiential Education, 44 (2021) 3, S.227-242 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bell, Brent J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825920961134
Schlagwörter	Outdoor Education; College Students; Social Status; Group Membership; Individual Characteristics; Student Experience; Program Effectiveness; Adventure Education; Gender Differences; Personality Traits; Leadership; New Hampshire + Suchen Sie Ihr Suchwort? Freiluftunterricht; Collegestudent; Sozialer Status; Gruppenzugehörigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Studienerfahrung; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Geschlechterkonflikt; Individual characteristics; Führung; Führungsposition
Abstract	Background: Research results indicate outdoor orientation programs (OOPs) successfully help students transition to college and increase student retention, but an understanding of all the key variables involved in creating those positive transitions is unknown. Purpose: The aim of this study is to explore the role of subjective social status as a variable that may be important to the curricular design of OOPs. Methodology/Approach: Surveys asking questions about status were sent to students from 31 college OOPs between 2013 and 2017. Responses (N = 4,484) were reviewed to understand students' perceptions of within-group social status. Findings/Conclusions: OOP participants most often reported perceiving their social status as equal among group members. Equality perception was associated with traits such as vocality (defined as being able to verbalize ideas and be listened to in the group) and certain aspects of the trip structure (e.g., shared living conditions). Respondents who reported social status equality also reported positive experiences. Implications: Subjective perceptions of within-group status may have important implications for OOPs and may be an important consideration for program planning and curriculum. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01