theory of identity development Adam Crawford Premise Building on Eriksons discussion of identity and intimacy 19591980 Chickering saw the establishment of identity as the core developmental issue with which student grapple during their college years Evans Forney Guido Patto ID: 202585
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Slide1
Chickering’s theory of identity development
Adam CrawfordSlide2
Premise
“Building on Erikson’s discussion of identity and intimacy (1959/1980),
Chickering
saw the establishment of identity as the core developmental issue with which student grapple during their college years” (Evans, Forney, Guido, Patton, &
Renn
, 2010, p. 65).Slide3
Arthur Chickering - Background
Chickering
developed theory @ Goddard College
Evaluated curriculum/student development
Theory first outlined in
Education and Identity
Based on research (1959-1965)
Achievement/personality tests, diaries, interviews
Later incorporated studies on various small colleges
Target: Faculty
Relevance to Student Affairs profession: accidentSlide4
Revision
Original
Education and Identity
published in 1969
Used, researched extensively
Focus on white, middle-class, straight men
Revised in 1993 w/ Linda
Reisser
Incorporated new research/findings by others
Summarized other theorists’ related work
More inclusive of gender/race/sexualitySlide5
Chickering’s Theory
Seven
V
ectors of Development
Direction & magnitude
“
Wibbly
-wobbly” (not linear)
Build on one another
Key
I
nfluences
(7)
Educational environments have strong influence
Admonitions
(3)
Keys to creating positive, powerful educational environmentsSlide6
Developing Competence
Managing Emotions
Moving Through Autonomy Toward Interdependence
Developing Mature Interpersonal Relationships
Establishing Identity
Developing Purpose
Developing Integrity
Seven Vectors of DevelopmentSlide7
1. Developing Competence
Three elements:
Intellectual Competence
Acquiring/refining knowledge, skills, culture, reasoning
Physical and Manual Skills
Athletics, wellness, recreation, artistic/manual activities
Interpersonal Competence
Communication, leadership, being a team
player
Held together by overall sense of confidence in your ability to persevere and succeed in lifeSlide8
Developing Competence: Pitchfork Metaphor
Intellectual Competence
Physical & Manual Skills
Interpersonal Competence
Confidence in one’s own
p
erseverance and successSlide9
2. Managing Emotions
Recognize, accept, express, & control emotions appropriately/responsibly
Original focus: “caveman instincts”
Aggression, sexual desire
More recent focus: wide range of emotions
Negative: Anxiety, depression, shame, guilt
Positive: Optimism, empathy, inspirationSlide10
What Not to Do…
Managing EmotionsSlide11
3. Moving Through Autonomy Toward Interdependence
Three elements:
Emotional Independence
Continual praise/approval/affection not needed
Instrumental Independence
Self-directed, problem-solver, mobile
Interdependence
Recognize & accept interconnectedness w/ others
Renamed for revised editionSlide12
Autonomy/Interdependence Quotes
+
“The essence of independence has been to think and act according to standards from within, not without.” ~
Aleister
Crowley
“No man is an island.” ~ John DonneSlide13
4. Developing Mature Interpersonal Relationships
Interpersonal/intercultural tolerance
Appreciation of differences & similarities
Ability to maintain long-lasting, deep relationships
Both romantic & platonic
Overarching Theme:
Accepting people for who they areSlide14
What Not to Do…
Developing Mature Interpersonal RelationshipsSlide15
5. Establishing Identity
Comfort w/ body, appearance, gender, sexual orientation, roles, etc.
Secure sense of self, self-acceptance, & self-esteem
Even when faced w/ others’ feedback/criticism
Revised Theory:
Acknowledges differences in identity development based on gender, race, and/or sexualitySlide16
6. Developing Purpose
Developing goals, sticking with meaningful interests/activities, & forming solid interpersonal commitments
“Intentionally making and staying with decisions, even in the face of opposition” (
Blahblah
, 2011).
Life callingSlide17
Superheroes!Slide18
7. Developing Integrity
Three Sequential/Overlapping Stages:
Humanizing Values
Move away from rigid morality system
Interest of others balanced w/ own interests
Personalizing Values
Own core values affirmed
Others’ acknowledged/respected
Developing Congruence
Your values = Your actionsSlide19
Institutional Objectives
Institutional Size
Student-Faculty Relationships
Curriculum
Teaching
Friendships and Student Communities
Student Development Programs and Services
Seven Key (Environmental) InfluencesSlide20
Activity: Application of Key Influences
With each key influence, consider how well Missouri State (or your alma mater) does in utilizing these environmental factors to advance student development.
After each slide, I’ll ask for a few examples, opinions, or comments.Slide21
1. Institutional Objectives
Clear, specific
Used as guide by personnel when developing programs & services
Leads to greater consistency
Highlights values of institution
Students can agree/challenge said valuesSlide22
2. Institutional Size
Significant immersion in/satisfaction with campus life important for student development
If # of people > range of opportunities…
Development potential hindered for all
Students feel redundant, unnecessarySlide23
3. Student-Faculty Relationships
Extensive/varied interactions
See faculty as real people (GASP!)
Positive Components:
Accessible, authentic
Knowledge of students
Use of good communication skillsSlide24
4. Curriculum
Relevant to students’ history
Offer diverse perspectives
Challenge assumptions & pre-existing info
Opportunities to integrate into current knowledgeSlide25
5. Teaching
“For development to occur, teaching should involve active learning, student-faculty interaction, timely feedback, high expectations, and respect for individual learning differences” (Evans et al., 2010, p. 70).Slide26
6. Friendships & Student Communities
Meaningful friendships & diverse organizations w/ shared interest develop all 7 vectors
Res Hall floors, student orgs, classes, etc.
Best: Interaction, collaboration, diversity, inclusive, knowledge baseSlide27
7. Student Development Programs & Services
Collaboration of faculty &
StA
Professionals
Staff redefine themselves as educators & “Student Affairs Professionals”
Educate the whole studentSlide28
Integration of Work and Learning
Recognition and Respect for Individual Differences
Acknowledgement of the Cyclical Nature of Learning and Development
Three AdmonitionsSlide29
Three Admonitions
Integration of Work & Learning
Many students also work/volunteer
Collaboration between business, community, & IHE
Recognition & Respect for Individual Differences
Tension will increase w/ diversity unless addressed
Educators must adjust w/ their students’ backgrounds
Cyclical Nature of Learning & Development
New experiences/challenges => discomfort
That’s okay. Learning is occurring!Slide30
Assessment
Validation
Specific Student Populations
Related Factors
ResearchSlide31
Assessment
Difficult to assess psychosocial development
Complex
Ongoing
Must be taken in context w/ culture
Two tools developed:
Student Developmental Task & Lifestyle Assessment
Iowa Student Development InventoriesSlide32
Validation
Studies range from partial to full support
Difficult to determine if theory is invalid or assessment tools are bad
Further research is needed Slide33
Specific Student Populations: Women
Men/Women Differ in Development
Developing Mature Interpersonal Relationships
Precedes autonomy
Achieve autonomy through these relationships
More developed @ start of college than men @ endSlide34
Racial/Ethnic Groups
Chickering’s
theory considered weak in examining development of students of color
Racial/ethnic identity can delay other vectors
Assimilation to a dominant culture
Different cultural values
Isolation/loneliness on white campuses
Confidence, secure ethnic identity, and realistic self-valuing vital to African American student success on white campuses.Slide35
LGBT Students
Little research on validity of theory to LGBT students
Sexual identity development can hinder other vectors for LGBT students
Disadvantaged for early vectors, adversely affect later vectors
Give up majority identity to develop new minority identity
Coming out a uniquely LGBT experienceSlide36
Related Factors
Involvement on campus helps development
Some exceptions in research: athletics, Greek life
Life experiences can affect psychosocial development
Psychosocial development correlated with…
Career Development
Moral DevelopmentSlide37
ProgrammingIndividual InteractionsEnvironmental Interventions
ApplicationsSlide38
Programming
Develop programs to meet seven vectors
Evaluate/explain impact of programming
Help students w/ developmental deficiencies
Students drawn to programs that focus on already-developed vectors
Special effort to match program/right studentsSlide39
Individual Interactions/Environmental Interventions
Knowing students’ likely concerns can help prepare
StA
Professionals on what to know/suggest
Introduce environmental catalysts for development
Residential Learning Contract
Learning Center (faculty/
StA
collaboration)Slide40
Critique
Applauded for integrating secondary research and critiques into revised theory
Practical, easy to understand/use
More research on validity needed
Vector definitions general/hard to measure
More research on relation to diverse groups
May be impossible to develop all-inclusive theorySlide41
References
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., &
Renn
,
K. A
. (2010).
Student development in college: theory, research
and practice
.
(2nd ed.).
San Francisco, CA: John Wiley & Sons.Lounsbury, J. W.,
Saudargas
, R. A., Gibson, L. W. , & Leong, F. T. (2005). An investigation of broad and narrow personality traits in relation to general and domain-specific life satisfaction of college students.
Research in Higher Education, 46
(6), 707-729.
doi
: 10.1007/s11162-004-4140-
6
Riggs, R. O. (1994). Education and identity (2nd Ed.). Educational Studies, 25(4), 295. http:// tandfonline.com
/toc/heds20/current