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Generational Affiliation As a Component of Culture: Focus Group Perspectives of Three Generational Cohorts

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Generational Affiliation As a Component of Culture: Focus Group Perspectives of Three Generational Cohorts University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 5-2010 Generational Affiliation as a Component of Culture: Focus Group Perspectives of Three Generational Cohorts Elisabeth Anne Nesbit University of Arkansas, Fayetteville Follow this and additional works at: https://scholarworks.uark.edu/etd Part of the Counselor Education Commons, Educational Assessment, Evaluation, and Research Commons, and the Higher Education Commons Recommended Citation Nesbit, Elisabeth Anne, "Generational Affiliation as a Component of Culture: Focus Group Perspectives of Three Generational Cohorts" (2010). Theses and Dissertations. 3358. https://scholarworks.uark.edu/etd/3358 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected]. GENERATIONAL AFFILIATION AS A COMPONENT OF CULTURE: FOCUS GROUP PERSPECTIVES OF THREE GENERATIONAL COHORTS GENERATIONAL AFFILIATION AS A COMPONENT OF CULTURE: FOCUS GROUP PERSPECTIVES OF THREE GENERATIONAL COHORTS A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Counselor Education By Elisabeth Anne Nesbit University of Northern Iowa Bachelor of Arts in Interpersonal Communication, 2002 Denver Seminary Master of Arts in Counseling, 2004 May 2010 University of Arkansas ABSTRACT The purpose of this study was to explore the multicultural elements related to generational affiliation. Much of current generational literature is anecdotal and does not empirically explore the culture of each generation. A constructivist ground theory approach was applied to the study of three generational cohorts (Baby Boomers, Generation Xers, and Millennials) using focus groups to (a) explore the values, beliefs, and worldview inherent to each generation, and (b) extend theory on multiculturalism Data from nine focus groups, three for each generational cohort, were analyzed for key themes within each generational cohort. Results indicated that, in keeping with the American Counseling Association's call for counselors to be multiculturally competent, generational culture should be incorporated into counselor training and continued education. This dissertation is approved for Recommendation to the Graduate Council Dissertation Director: Dr. Roy Farley Dissertation Committee: Dr. James O. Hammons Dr. Kristin K. Higgins Dr. Lynn Koch ©2010 by Elisabeth A. Nesbit All Rights Reserved DISSERTATION DUPLICATION RELEASE I hereby authorize the University of Arkansas Libraries to duplicate this dissertation when needed for research and/or scholarship. Agreed Elisabeth A. Nesbit Refused VI ACKNOWLEDGEMENTS This process has been one rooted in community and relational support, for which I am forever grateful. To Dr. Roy Farley, my dissertation chair, thank you for your steady calm and reassurance throughout this process. I have deeply appreciated your feedback and guidance throughout these last few years. Thank you for your investment in this process and in me. To the other fabulous members of my dissertation committee, Dr. Kristin Higgins, Dr. Lynn Koch, and Dr. Jim Hammons, thank you for your support and guidance. I am especially thankful to Dr. Lynn Koch for your willingness to be my qualitative go-to person. You calmed my anxieties throughout this endeavor and were always available for a quick pep-talk, or to validate that I was on the right track after all. Thank you all for serving on my committee this year and for being a part of my journey over the last four. In addition to my committee, I would like to take this time to thank a few very special people who have not just been instructive in my life, but have shaped the core of who I am. Professor Judy Stephen, you have been my rock, my life-giver, and my place of safety throughout a rather tumultuous journey. Your authenticity, openness and willingness to prioritize being a holistic person have modeled the type of woman, counselor, and counselor educator I desire to be. Thank you Judy for your mentorship, friendship, and genuine care. I also want to thank and memorialize Dr. Daryle Woodward for being more than just a teacher and supervisor. A godly man who shared his heart generously and lived his faith every day, Daryle invested heart and soul into my development as a person, a clinician, and as an academic. A walking example of the vii redemptive and restorative power of Jesus Christ, Daryle passed too soon but his legacy will live on in those of us who were blessed to share part of life's journey with him. I would not be here without his investment in me and I only wish he could be here to see this process come to fruition. Thank you Daryle! Many, many thanks to my community of family and friends both near and far. Whether in phone calls, coffee talks, or Skype conversations you have sustained me and enabled me to maintain my sanity in this process. To my parents (Gary & Hanna Nesbit) and sisters (Tasha Kell & Rebekah Nesbit), thank you for your faithful support, patience, understanding and prayers throughout this journey. I am blessed with such an amazing family and could not have gotten here without your love and encouragement. Alycia, thank you for being such a good friend, roommate, and pseudo-dog-owner. Undoubtedly, neither Sasha nor I would have survived these last four years without you. Finally, I want to thank my Lord and Savior Jesus Christ for his sustaining grace and provisions in my life, and specifically in this journey. I am blessed and thankful beyond words. Thank you all for being you, and sharing your lives with me. viii TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1 Statement of the Problem 1 Rationale for the Study 2 Purpose of the Study 5 Research Question 5 Significance of the Study 5 Researcher's Relationship to the Problem 6 Definition of Terms 7 Delimitations 8 Limitations 9 CHAPTER II: REVIEW OF LITERATURE 10 Culture 10 Multiculturally Competent Counseling 12 Generations 12 Anecdotal Generational Traits 15 Baby Boomers 15 Generation X 17 Millennials 19 Empirical Generational Differences 23 Leadership Style 24 Work Commitment and Values 27 Personality and Generations 32 Summary 36 CHAPTER III: METHOD 37 Paradigm Situation and Theoretical Grounding 38 Researcher Relationship to the Data 39 Participants 40 Demographics 42 Delimitations 43 Data Sources and Collection Procedures 44 Reciprocity 47 Ethical Considerations 47 Grounded Theory Data Analysis 47 Verification 52 Development of Theory 53 CHAPTER IV: RESULTS 55 Results 55 Baby Boomers 56 Discussion of Focused Codes for Baby Boomers 58 Discussion of Axial Codes for Baby Boomers 63 Generation X 76 Discussion of Focused Codes for Generation X 79 Discussion of Axial Codes for Generation X 83 Millennials 107 ix Discussion of Focused Codes for Millennials 110 Discussion of Axial Codes for Millennials 115 Comparisons Across Generations 137 Expression of Cultural Identity 138 Formation of Cultural Identity 141 Constructivist Grounded Theory 144 Conclusion 151 CHAPTER V: DISCUSSION 152 Key Findings and Emergent Grounded Theory 152 Relationship to Current Generational Literature 152 Implications of Counseling and Counselor Education 155 Limitations 160 Future Research 161 Researcher Relationship to the Data 163 Summative Remarks 164 REFERENCES 166 APPENDIX A 172 APPENDIX B 173 APPENDIX C 174 APPENDIX D 175 APPENDIX E 176 APPENDIX F 177 APPENDIX G 178 1 CHAPTER I: INTRODUCTION Statement of the Problem Which means the most to you: Elvis joins the army, Jimi Hendrix dies, MTV debuts, or Kurt Cobain dies? Your answer may not only have personal relevance, but also relevance to your generational culture (Arsenault, 2004). Much discussion has come about in recent years regarding the concept of generational cohorts. While anecdotal evidence abounds as to their distinctive characteristics, clashing perspectives and challenges, little empirical evidence exists outlining the characteristics of generational cohorts, or cultures. This study explores how members of three generational cohorts co- construct their cultural identity through their values, beliefs, and worldview, as well as how membership in a generational cohort influenced these constructs. Although the American Counseling Association (ACA) calls for its members to be multiculturally competent counselors (ACA, 2005), they have neglected to include generational cohorts as a significant area of multicultural study or attention. Multicultural counseling is defined by the ACA (2005) as that which "recognizes diversity and embraces approaches that support the worth, dignity, potential, and uniqueness of individuals within their historical, cultural, economic, political, and psychosocial contexts" (p. 20). ACA standards also state that multicultural competence is "a capacity whereby counselors possess cultural and diversity awareness and knowledge about self and others, and how this awareness and knowledge is applied effectively in practice with clients and client groups" (p. 20). While an ethical requirement to be multiculturally competent is important, one must first understand what culture is before one can recognize and embrace its uniqueness. Therefore, the ACA also provides a definition of 2 culture, stating that it is "membership in a socially constructed way of living, which incorporates collective values, beliefs, norms, boundaries, and lifestyles that are co- created with others who share similar
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