CHICKERINGS THEORY OF IDENTITY DEVELOPMENT Adam Crawford Premise

CHICKERING’S THEORY OF IDENTITY DEVELOPMENT Adam Crawford

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).

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: accident

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/sexuality

Chickering’s Theory Seven Vectors of Development � Direction & magnitude � “Wibbly-wobbly” (not linear) � Build on one another Key Influences (7) � Educational environments have strong influence Admonitions (3) � Keys to creating positive, powerful educational environments

Seven Vectors of Development 1. 2. 3. 4. 5. 6. 7. Developing Competence Managing Emotions Moving Through Autonomy Toward Interdependence Developing Mature Interpersonal Relationships Establishing Identity Developing Purpose Developing Integrity

1. Developing Competence Three elements: Intellectual Competence � Acquiring/refining reasoning Physical and Manual Skills � Athletics, activities wellness, recreation, artistic/manual Interpersonal Competence � Communication, knowledge, skills, culture, leadership, being a team player Held together by overall sense of confidence in your ability to persevere and succeed in life

Developing Competence: Pitchfork Metaphor Intellectual Competence Physical & Manual Skills Interpersonal Competence Confidence in one’s own perseverance and success

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, inspiration

Managing Emotions What Not to Do…

3. Moving Through Autonomy Toward Interdependence Three elements: Emotional Independence � Continual praise/approval/affection not needed Instrumental Independence � Self-directed, Interdependence � Recognize problem-solver, mobile & accept interconnectedness w/ others Renamed for revised edition

Autonomy/Interdependence Quotes “The essence of independence has been to think and act according to standards from within, not without. ” ~ Aleister Crowley + “No man island. ” ~ John Donne

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 are

Developing Mature Interpersonal Relationships What Not to Do…

5. Establishing Identity Comfort w/ body, appearance, gender, sexual orientation, roles, etc. Secure sense of self, self-acceptance, & selfesteem � Even when faced w/ others’ feedback/criticism Revised Theory: � Acknowledges differences in identity development based on gender, race, and/or sexuality

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 calling

Superheroes!

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 actions

Seven Key (Environmental) Influences 1. 2. 3. 4. 5. 6. 7. Institutional Objectives Institutional Size Student-Faculty Relationships Curriculum Teaching Friendships and Student Communities Student Development Programs and Services

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.

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 values

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, unnecessary

3. Student-Faculty Relationships Extensive/varied interactions See faculty as real people (GASP!) Positive Components: Accessible, authentic Knowledge of students Use of good communication skills

4. Curriculum Relevant to students’ history Offer diverse perspectives � Challenge assumptions & pre-existing info � Opportunities to integrate into current knowledge

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).

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 base

7. Student Development Programs & Services Collaboration of faculty & St. A Professionals Staff redefine themselves as educators & “Student Affairs Professionals” Educate the whole student

Three Admonitions 1. 2. 3. Integration of Work and Learning Recognition and Respect for Individual Differences Acknowledgement of the Cyclical Nature of Learning and Development

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

Research Assessment Validation Specific Student Populations Related Factors

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 Inventories

Validation Studies range from partial to full support Difficult to determine if theory is invalid or assessment tools are bad Further research is needed

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 @ end

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.

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 experience

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 Development

Applications Programming Individual Interactions Environmental Interventions

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 students

Individual Interactions/Environmental Interventions Knowing students’ likely concerns can help prepare St. A Professionals on what to know/suggest Introduce environmental catalysts for development � Residential Learning Contract � Learning Center (faculty/St. A collaboration)

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 theory

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. (2 nd 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/s 11162 -004 -4140 -6 Riggs, R. O. (1994). Education and identity (2 nd Ed. ). Educational Studies, 25(4), 295. http: // tandfonline. com/toc/heds 20/current