Presentations text content in Student Development Theory
Slide1
Student Development Theory
Undergraduate Academic Advising Collaborative
September 2017
Slide2Why Theory Matters
Wait, does theory matter?
Yes!
Theories do not inform us about what exactly to do, but provide student affairs educators with a way to think about how to interpret individuals, environments, and organizations.
Abes
, E.S.,
Jones,
S.R. (2011). The Nature and Uses of Theory. In
College Student Development Theory: Ashe Reader Series
(2
nd
ed., pp. 3-16). Boston, MA: Pearson Learning Solutions.
Slide3Types of Student Development Theory
Slide4Types of Student Development Theory
Slide5Continued Reading
Abes
, E. S., &
Kasch
, D. (2007). Using queer theory to explore lesbian college students' multiple dimensions of identity.
Journal of College Student Development
,
48
(6), 619-636.
Arnett
, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties.
American psychologist
,
55
(5), 469.
Astin
, A. W. (1984). Student involvement: A developmental theory for higher education.
Journal of college student personnel
,
25
(4), 297-308
.
Bennett, C. (2007). In practice‐Venturing into scary places: The minority experience.
About Campus
,
12
(2), 26-29.
Brayboy
,
B. M. (2004). Hiding in the ivy: American Indian students and visibility in elite educational settings.
Harvard Educational Review
,
74
(2), 125-152
.
Cullaty
, B. (2011). The role of parental involvement in the autonomy development of traditional-age college students.
Journal of college student development
,
52
(4), 425-439.
Koh
, C. (2012). Moral development and student motivation in moral education: A Singapore study.
Australian Journal of education
,
56
(1), 83-101.
Love, P. G., & Guthrie, V. L. (1999). Synthesis, assessment, and application.
New Directions for Student Services
,
1999
(88), 77-93
.
Patton, L. D., McEwen, M.,
Rendón
, L., & Howard‐Hamilton, M. F. (2007). Critical race perspectives on theory in student affairs.
New Directions for Student Services
,
2007
(120), 39-53
.
Renn
, K. A., & Arnold, K. D. (2003).
Reconceptualizing
research on college student peer culture.
The journal of higher education
,
74
(3), 261-291.
Torres, V., Jones, S. R., &
Renn
, K. A. (2009). Identity development theories in student affairs: Origins, current status, and new approaches.
Journal of College Student Development
,
50
(6), 577-596.
Torres, V., & Hernandez, E. (2007). The influence of ethnic identity on self-authorship: A longitudinal study of Latino/a college students.
Journal of College Student Development
,
48
(5), 558-573.
Yosso
,
T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth.
Race ethnicity and education
,
8
(1), 69-91
.
Yosso
, T. J. (2006).
Critical race
counterstories
along the Chicana/Chicano educational pipeline
. Routledge.
Slide6Chickering’s
Theory of Identity Development
Psychosocial Theory.
Seven
vectors of
development.
Chickering
(1969) labeled the seven
dimensions vectors "because each seems to have direction and magnitude-even though the direction may be expressed more appropriately by a spiral or by steps than a straight line
" (p
. 8).
Slide7Chickering’s
Theory of Identity Development
Vector 2:
Developing Autonomy
Vector 3:
Managing Emotions
Vector 5:
Establishing Identity
Vector 6:
Developing Purpose
Vector 7:
Developing Integrity
Vector 4:
Developing Mature Interpersonal Relationships
Vector 1:
Developing Competence
Time:
First Year
Sophomore
Junior
Senior
Beyond
Slide8Chickering’s
Theory of Identity Development
Slide9Chickering’s
Theory of Identity Development
Developing Mature Interpersonal Relationships
Tolerance and appreciation of differences
Capacity for intimacy
Establishing Identity
Developing Integrity
Involves three sequential and overlapping stages
Developing Purpose
Vocational plans and aspirations
Personal interests
Interpersonal and family commitments
Slide10Schlossberg’s Transition Theory
Slide11Schlossberg’s Transition Theory
Transition: “any event, or non-event, that results in changed relationships, routines, assumptions and roles”
Defined by the individual experiencing it
Adapted from
Goodman et al. 2006
Anticipated
Unanticipated
Nonevents
Personal
Ripple
Resultant
Delayed
Slide12Schlossberg’s Transition Theory
Slide13Applying Theory to Practice
How to Schlossberg your next student
Theories do not inform us about what exactly to do, but provide student affairs educators with a way to think about how to interpret individuals, environments, and organizations.
Abes
, E.S., Jones, S.R. (2011). The Nature and Uses of Theory. In
College Student Development Theory: Ashe Reader Series
(2
nd
ed., pp. 3-16). Boston, MA: Pearson Learning Solutions.
Slide14Contrary to popular belief
Advisors
do not
have all the answers
Theories guide us toward potential and plausible interpretations
but these should never be viewed as
the
one way to understand what is going on.
Abes
, E.S., Jones, S.R. (2011). The Nature and Uses of Theory. In
College Student Development Theory: Ashe Reader Series
(2
nd
ed., pp. 3-16). Boston, MA: Pearson Learning Solutions.
Applying Theory to Practice
Slide15Case Studies
What are possible issues that need to be addressed by the student?
What are goals that might apply to the student?
How does your group’s assigned theory (Schlossberg or
Chickering
) help you understand the student’s situation? How does it help in developing advising interventions or strategies with the student?
To what extent do diversity or multicultural issues need to be considered with the student? What are considerations related to this?
What are key considerations that would guide your advising with the student
?
Slide16Share your thoughts
Student Development Theory
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