FORUM: Instructional Communication and Millennial Students: The Power of Language: A Constitutive Response to Millennial Student Research

Autor/inn/en	Rudick, Kyle C.; Ellison, Scott
Titel	FORUM: Instructional Communication and Millennial Students: The Power of Language: A Constitutive Response to Millennial Student Research
Quelle	In: Communication Education, 65 (2016) 3, S.373-375 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2016.1177843
Schlagwörter	Language Role; Student Research; Self Concept; Age Differences; Classification; Power Structure; Communications; Mass Media; Teaching Methods; Advantaged; Disadvantaged; Parent Participation; Higher Education; College Students; Personal Autonomy; Learning Processes; Student Characteristics + Suchen Sie Ihr Suchwort? Studentenforschung; Selbstkonzept; Age; Difference; Age difference; Altersunterschied; Classification system; Klassifikation; Klassifikationssystem; Nachrichtenwesen; Massenmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Individuelle Autonomie; Learning process; Lernprozess
Abstract	In response to the articles in this forum, the authors write that they were struck by the way most of the authors assumed that generations are stable entities characterized by readily identifiable factors, such as age, attitudes or circumstances. Following a constitutive philosophy of communication and instruction (Fassett & Warren, 2007; Sprague, 1994), the authors argue that the category of "millennial students" does not exist in the realist sense. Rather, the identity of "millennial students" is discursively created and maintained through methodologically dubious popular texts (e.g., Howe & Strauss, 2000), marketing corporations and organizations (e.g., U.S. Chamber of Commerce), media corporations (e.g., the MTV Network), academic publications, and everyday communicative practices that function to further solidify the grip of existing oppressive relations. They argue further that in effect, "millennial student identity", and its pedagogical prescriptions, caters to the tastes of privileged students, erases the needs of marginalized students, and commodifies youth experiences through the academic-industrial complex (see Giroux, 2007). [For the other essays in this forum: (1) FORUM: Instructional Communication and Millennial Students: Scripting Knowledge and Experiences for Millennial Students (Angela M. Hosek, Scott Titsworth, EJ1102964); (2) FORUM: Instructional Communication and Millennial Students: Hoverboards and "Hovermoms": Helicopter Parents and Their Influence on Millennial Students' Rapport with Instructors (T. Kody Frey and Nicholas T. Tatum, EJ1102970); (3) FORUM: Instructional Communication and Millennial Students: "Me"llennials and the Paralysis of Choice: Reigniting the Purpose of Higher Education (Marjorie M. Buckner and Michael G. Strawser, EJ1102967 ); (4) FORUM: Instructional Communication and Millennial Students: Managing Imposter Syndrome among the "Trophy Kids": Creating Teaching Practices that Develop Independence in Millennial Students (Kirstie McAllum, EJ1102980); (5) FORUM: Instructional Communication and Millennial Students: Millennial Students in the College Classroom: Adjusting to Academic Entitlement (Zachary W. Goldman and Matthew M. Martin, EJ1102950); and (6) FORUM: Instructional Communication and Millennial Students: Teaching Communication to Emerging Adults (Paula S. Tompkins, EJ1102974). Also available is another response: (1) FORUM: Instructional Communication and Millennial Students: Millennials, Teaching and Learning, and the Elephant in the College Classroom (Sherwyn P. Morreale and Constance M. Staley, EJ1102955)] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01