Qualitative study uncovers dynamics of marginality and mattering in higher education master's graduates, highlighting strategies to strengthen professional preparation.
Current higher education and student affairs (HESA) conversations highlight the complexities of administrative roles and the need to effectively prepare graduate students. This study asks: what are higher education and student affairs master’s program graduates’ reflections on experiences with marginality and mattering in graduate school? Using a marginality and mattering framework and qualitative interpretive design, we examined the experiences of 22 HESA graduates. Findings offer insights to support graduate student mattering and strengthen professional preparation.
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Shelton et al. (2026) studied this question.
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