Data were analyzed from the postcollege phase of a 7-year longitudinal study of college students' (n=101) epistemological development. The data revealed that the gender-related patterns of relational and impersonal knowing that these students demonstrated during college were integrated into postcollege experience in work, education, and personal…

Through examination of 613 students' narratives about self-selected important decisions, I investigated the student and situation characteristics related to provocation and use of self authored ways of knowing. The findings gesture toward both particular skills students may need to develop in order to self-author, as well as suggest that movement…