Integrating Appreciative Inquiry and Journey Mapping into Professional Identity Work
Abstract: The role that social identities play in professional development among early career professionals have been and will continue to be largely influenced by a context-bound, socially mediated process. This complex and social process within all levels of educational attainment include students, families, professional mentors, and educators within various levels of institutions. This article describes a portion of a theoretical framework used within an interdisciplinary program that blends appreciative inquiry with areas of journey mapping, including technology-integrated experiences with students from a Hispanic serving institution. The goal is to ultimately ensure that a viable collaborative model serving students, educators, families, and community partners continues to grow in strategies that model and provide experiential learning in an asset-based approach that fosters professional cultural competence within an educational collaborative.