Abstract

Abstract:

Scholars and practitioners alike often assume that discomfort is a necessary and productive aspect of the college experience. We used a range of theories grounded in the concept of dissonance to question these assumptions and critically analyze the role of discomfort in collegiate learning and development for today’s diverse college student population. Based on this theoretical review, we provide recommendations for how collegiate educators can ensure that discomfort leads to learning and development.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 173-188
Launched on MUSE
2019-03-16
Open Access
No
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