Chickering’s theory of identity development
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Transcript of Chickering’s theory of identity development
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CHICKERING’S THEORY OF IDENTITY DEVELOPMENTAdam Crawford
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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).
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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
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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
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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
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1. Developing Competence2. Managing Emotions3. Moving Through Autonomy Toward
Interdependence4. Developing Mature Interpersonal Relationships5. Establishing Identity6. Developing Purpose7. Developing Integrity
Seven Vectors of Development
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1. Developing CompetenceThree 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 life
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Developing Competence: Pitchfork Metaphor
Intellectual Competence Physical & Manual Skills Interpersonal Competence
Confidence in one’s ownperseverance and success
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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
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What Not to Do…
Managing Emotions
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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 edition
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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 Donne
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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
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What Not to Do…
Developing Mature Interpersonal Relationships
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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 sexuality
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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
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Superheroes!
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7. Developing IntegrityThree 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
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1. Institutional Objectives2. Institutional Size3. Student-Faculty Relationships4. Curriculum5. Teaching6. Friendships and Student Communities7. Student Development Programs and
Services
Seven Key (Environmental) Influences
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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.
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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
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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
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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
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4. Curriculum Relevant to students’ history
Offer diverse perspectives Challenge assumptions & pre-existing info Opportunities to integrate into current
knowledge
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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).
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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
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7. Student Development Programs & Services Collaboration of faculty & StA
Professionals
Staff redefine themselves as educators & “Student Affairs Professionals”
Educate the whole student
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1. Integration of Work and Learning2. Recognition and Respect for
Individual Differences3. Acknowledgement of the Cyclical
Nature of Learning and Development
Three Admonitions
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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!
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AssessmentValidationSpecific Student PopulationsRelated Factors
Research
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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
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Validation Studies range from partial to full support
Difficult to determine if theory is invalid or assessment tools are bad
Further research is needed
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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
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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.
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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
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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
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ProgrammingIndividual InteractionsEnvironmental Interventions
Applications
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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
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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)
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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
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ReferencesEvans, 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