Student Development Theory Undergraduate Academic Advising Collaborative September

Student Development Theory Undergraduate Academic Advising Collaborative September 2017

Why Theory Matters Theories. Wait, does theory matter? do not inform us about what exactly to do, but provide student affairs educators with a way to Yes! individuals, think about how to interpret 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.

Types of Student Development Theory Developmental Psychosocial Cognitive Integrative Social Identity Organizations & Campus Environments Holistic Development

Types of Student Development Theory

Continued 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. , Mc. Ewen, 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.

Chickering’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).

Chickering’s Theory of Identity Development Vector 1: Developing Competence Vector 2: Developing Autonomy Vector 7: Developing Integrity Vector 5: Establishing Identity Vector 3: Managing Emotions Vector 4: Developing Mature Interpersonal Relationships Time: First Year Sophomore Vector 6: Developing Purpose Junior Senior Beyond

Chickering’s Theory of Identity Development Developing Competence • Intellectual • Physical and manual skills • Interpersonal Managing Emotions • Acknowledgment and awareness • Expressing Moving Through Autonomy Toward Interdependence • Emotional independence • Instrumental independence

Chickering’s Theory of Identity Development Developing Integrity • Involves three sequential and overlapping stages Developing Mature Interpersonal Relationships • Tolerance and appreciation of differences • Capacity for intimacy Establishing Identity Developing Purpose • Vocational plans and aspirations • Personal interests • Interpersonal and family commitments

Schlossberg’s Transition Theory

Schlossberg’s Transition Theory • Transition: “any event, or non‐event, that results in changed relationships, routines, assumptions and roles” • Defined by the individual experiencing it • Anticipated • Unanticipated • Nonevents • • Personal Ripple Resultant Delayed Adapted from Goodman et al. 2006

Schlossberg’s Transition Theory • Trigger • Timing • Control • Duration • Previous experience • Concurrent stress • Assessment • Modify the situation • Control the meaning of the problem • Aid in managing the stress in the aftermath • Modes – information seeking, direct action, inhibition of action, intrapsychic behavior • Personal and demographic characteristics • Psychological resources Situation Self Strategies Support • Types (intimate relationships, family units, networks of friends, and institutions and communities) • Functions (affect, affirmation, aid, honest feedback) • Measurement (stable supports, role dependent, supports that are most likely to change)

Applying 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.

Applying Theory to Practice Contrary 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.

Case Studies 1. What are possible issues that need to be addressed by the student? 2. What are goals that might apply to the student? 3. 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? 4. To what extent do diversity or multicultural issues need to be considered with the student? What are considerations related to this? 5. What are key considerations that would guide your advising with the student?

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