Intellectual Development Theory 101 for Student Advisors

Revised 2/17/11 [email protected] 1

Intellectual Development Theory 101

for Student Advisors

Intellectual Development Theory 101

for Student Advisors

A Workshop Designed byAlma Jackie Salcedo

University of Texas at Austin


Why intellectual development theory? Why intellectual development theory? Theories of William Perry and M.B. Baxter

Magolda describe college level development. How students “make meaning” or interpret

information, analyze problems, and reason. Students will interpret their experiences

differently depending on their development.

Theories of William Perry and M.B. Baxter Magolda describe college level development.

How students “make meaning” or interpret information, analyze problems, and reason.

Students will interpret their experiences differently depending on their development.


William Perry’s SchemeWilliam Perry’s Scheme

Perry was the first to concentrate on college students.

Perry’s scheme is not made of “stages” - but of different positions.

Students move between positions, resulting in intellectual and ethical development.

Dualism, Multiplicity, Relativism, and Commitment in Relativism

Perry was the first to concentrate on college students.

Perry’s scheme is not made of “stages” - but of different positions.

Students move between positions, resulting in intellectual and ethical development.

Dualism, Multiplicity, Relativism, and Commitment in Relativism


Dualism (Positions 1-2)Dualism (Positions 1-2)

Absolute Truth, Right or Wrong, Good or Bad

Knowledge is Quantitative. Students tend to see themselves as

subordinate to authority. Teacher (or Advisor) is the expert that

will know all the “correct” answers.

Absolute Truth, Right or Wrong, Good or Bad

Knowledge is Quantitative. Students tend to see themselves as

subordinate to authority. Teacher (or Advisor) is the expert that

will know all the “correct” answers.


Multiplicity (Positions 3-4)Multiplicity (Positions 3-4)

Confusion after Dualism, if there is no Right or Wrong - then everything must be right.

Acknowledges all points of view as equal, “none can be called wrong” (Perry, 1981).

Confusion after Dualism, if there is no Right or Wrong - then everything must be right.

Acknowledges all points of view as equal, “none can be called wrong” (Perry, 1981).


Relativism (Positions 5-6)Relativism (Positions 5-6)

Accepts a diversity of ideas, but relies on logic, sources, or other evidence for analysis (Perry, 1981).

Knowledge is Qualitative. Questions have different answers

depending on context.

Accepts a diversity of ideas, but relies on logic, sources, or other evidence for analysis (Perry, 1981).

Knowledge is Qualitative. Questions have different answers

depending on context.


Commitment in Relativism (Positions 7-9)Commitment in Relativism (Positions 7-9)

Students “realize the need to evolve and endorse their own choices from the multiple ‘truths’ that exist in a relativistic world” (King, 1978, p. 39).

Not intellectual, but ethical development as life choices are made regarding values, career, relationships, and balance.

“Agency is experienced as within the individual” (Perry, 1981 p. 80).

Students “realize the need to evolve and endorse their own choices from the multiple ‘truths’ that exist in a relativistic world” (King, 1978, p. 39).

Not intellectual, but ethical development as life choices are made regarding values, career, relationships, and balance.

“Agency is experienced as within the individual” (Perry, 1981 p. 80).


Quotes from Perry’s Study (1981)Quotes from Perry’s Study (1981)

“Student: Well the only thing I could say to a prospective student is just say, ‘If you come here and do everything you’re supposed to do, you’ll be all right,’ that’s just about all.”(Dualism)

“Student: I mean if you read them [critics], that’s the great thing about a book like Moby Dick. [Laughs] Nobody understands it!”(Multiplicity)

“Student: Well the only thing I could say to a prospective student is just say, ‘If you come here and do everything you’re supposed to do, you’ll be all right,’ that’s just about all.”(Dualism)

“Student: I mean if you read them [critics], that’s the great thing about a book like Moby Dick. [Laughs] Nobody understands it!”(Multiplicity)


More Quotes (Perry, 1981)More Quotes (Perry, 1981)

“Student: I mean you’ve got to have some facts under the opinion, I guess.”(early Relativism)

“Student: There are all kinds of pulls, pressures and so forth…I’ve got one life to live…I want to live it this way, I welcome suggestions, I’ll listen to them. But when I make up my mind, it’s going to be me.”(Commitment in Relativism)

“Student: I mean you’ve got to have some facts under the opinion, I guess.”(early Relativism)

“Student: There are all kinds of pulls, pressures and so forth…I’ve got one life to live…I want to live it this way, I welcome suggestions, I’ll listen to them. But when I make up my mind, it’s going to be me.”(Commitment in Relativism)

Break for Activity with Handout


“Plus-one Staging”“Plus-one Staging”

“Typical application consists of using Perry’s work to design learning experiences that provide a match or a developmental mismatch, given the cognitive complexity represented among the students in the course. The use of plus-one staging can serve as a means of providing a developmental mismatch and facilitating further cognitive growth” (Evans, Forney, Guido, Patton & Renn, 2010, p. 93).

“Typical application consists of using Perry’s work to design learning experiences that provide a match or a developmental mismatch, given the cognitive complexity represented among the students in the course. The use of plus-one staging can serve as a means of providing a developmental mismatch and facilitating further cognitive growth” (Evans, Forney, Guido, Patton & Renn, 2010, p. 93).


Examples of Plus-one StagingExamples of Plus-one Staging

Working in groups for class assignments Peer-advising, peer-mentoring Mentorships, Internships Providing slightly challenging assignments or

prompts to push students out of their comfort zone

Facilitating FIGs (first year interest groups)

Working in groups for class assignments Peer-advising, peer-mentoring Mentorships, Internships Providing slightly challenging assignments or

prompts to push students out of their comfort zone

Facilitating FIGs (first year interest groups)

Break for Activity with Handout 2


RetreatRetreat

Students can become frustrated by the complexity offered by Multiplicity or Relativism.

Experts are “wishy-washy” and won’t tell them “the truth” or what “they want”.

They return/retreat to the safety of the black and white view offered by Dualism.

Students can become frustrated by the complexity offered by Multiplicity or Relativism.

Experts are “wishy-washy” and won’t tell them “the truth” or what “they want”.

They return/retreat to the safety of the black and white view offered by Dualism.


TemporizingTemporizing

Purposely hesitating in a position “Student: I’ll wait and see what time brings, see

if I pass the foreign service exam. Let that decide.

Student: …I’m still waiting for that event, you know, everyone goes through life thinking that something’s gonna happen, and I don’t think it happened this year…” (Perry, 1981)

Purposely hesitating in a position “Student: I’ll wait and see what time brings, see

if I pass the foreign service exam. Let that decide.

Student: …I’m still waiting for that event, you know, everyone goes through life thinking that something’s gonna happen, and I don’t think it happened this year…” (Perry, 1981)


EscapeEscape

“Alienation, abandonment of responsibility. Exploitation of Multiplicity and Relativism for avoidance of Commitment” (Perry, 1981).

Students: I don’t have any consuming interest or burning desire or anything; I just drift along; If relativity is true on most things, it’s an easy way out…you don’t have to commit yourself. (Perry, 1981)

“Alienation, abandonment of responsibility. Exploitation of Multiplicity and Relativism for avoidance of Commitment” (Perry, 1981).

Students: I don’t have any consuming interest or burning desire or anything; I just drift along; If relativity is true on most things, it’s an easy way out…you don’t have to commit yourself. (Perry, 1981)


Disclaimer:Disclaimer:

It’s just a theory! William Perry did his study using mostly

interviews with male students from Harvard in 1968. Diversity and gender are not addressed.

Theories are lenses, not absolutes, for evaluating information or “making meaning”.

This is just a workshop! -Not a license to practice psychotherapy.

It’s just a theory! William Perry did his study using mostly

interviews with male students from Harvard in 1968. Diversity and gender are not addressed.

Theories are lenses, not absolutes, for evaluating information or “making meaning”.

This is just a workshop! -Not a license to practice psychotherapy.

Revised 2/17/11 [email protected]

Questions ?


Baxter Magolda’s Model of Epistemological ReflectionBaxter Magolda’s Model of Epistemological Reflection Inspired by work of Perry (1981); and

Belenky, Clinchy, Goldberger, & Tarule (Women’s Ways of Knowing,1986) - sought to address gender related differences and similarities in both works

Longitudinal study in 1986 with 101 freshmen: 51 women and 50 men

Inspired by work of Perry (1981); and Belenky, Clinchy, Goldberger, & Tarule (Women’s Ways of Knowing,1986) - sought to address gender related differences and similarities in both works

Longitudinal study in 1986 with 101 freshmen: 51 women and 50 men


Absolute KnowingAbsolute Knowing

Knowledge is right or wrong, absolute. Experts should communicate knowledge

effectively to make sure students understand.

Memorizing knowledge and presenting it back to the expert is an effective method for assessment.

Knowledge is right or wrong, absolute. Experts should communicate knowledge

effectively to make sure students understand.

Memorizing knowledge and presenting it back to the expert is an effective method for assessment.


Absolute KnowingAbsolute Knowing

Mastery Pattern Exhibited more often by

men Demonstrative, verbal

participation Competition in the

classroom Engaging with the

instructor in order to acquire knowledge

Mastery Pattern Exhibited more often by

men Demonstrative, verbal

participation Competition in the

classroom Engaging with the

instructor in order to acquire knowledge

Receiving Pattern Exhibited more often by

women Listening, observing, and

recording knowledge Comfort in the classroom Engaging with instructor

only for clarification (minimal)

Receiving Pattern Exhibited more often by

women Listening, observing, and

recording knowledge Comfort in the classroom Engaging with instructor

only for clarification (minimal)


Transitional KnowingTransitional Knowing

Not all knowledge is absolute. Expert should guide students in

application of knowledge. Understanding, not memorization, for

assessment

Not all knowledge is absolute. Expert should guide students in

application of knowledge. Understanding, not memorization, for

assessment


Transitional KnowingTransitional Knowing

Impersonal Exhibited more often by

men Preference for debate

and defending their own perspective

Tend to “stand at arm’s length from others and the subject under study” (Baxter Magolda, 2004)

Impersonal Exhibited more often by

men Preference for debate

and defending their own perspective

Tend to “stand at arm’s length from others and the subject under study” (Baxter Magolda, 2004)

Interpersonal Exhibited more often

by women Interaction, listening

to peers, relationships to gather knowledge

Attempting “to connect to the subject” (Baxter Magolda, 2004)

Interpersonal Exhibited more often

by women Interaction, listening

to peers, relationships to gather knowledge

Attempting “to connect to the subject” (Baxter Magolda, 2004)


Independent KnowingIndependent Knowing

Knowledge is uncertain. Expert should encourage independent

thought and exploration of knowledge. Original thinking and the exchange of

ideas should be evaluated, even if they diverge from expert’s opinion, for assessment.

Knowledge is uncertain. Expert should encourage independent

thought and exploration of knowledge. Original thinking and the exchange of

ideas should be evaluated, even if they diverge from expert’s opinion, for assessment.


Independent KnowingIndependent Knowing

Individual Pattern Exhibited more often

by men Values exchange of

ideas but still focused on own ideas

“He struggled to listen to others” (Baxter Magolda, 2004)

Individual Pattern Exhibited more often

by men Values exchange of

ideas but still focused on own ideas

“He struggled to listen to others” (Baxter Magolda, 2004)

Interindividual Pattern Exhibited more often

by women Must learn to express

own voice “Tension between

listening to others and identifying her own beliefs” (Baxter Magolda, 2004)

Interindividual Pattern Exhibited more often

by women Must learn to express

own voice “Tension between

listening to others and identifying her own beliefs” (Baxter Magolda, 2004)


Contextual KnowingContextual Knowing

“Convergence of previous gender-related patterns” (Evans et al., 2010 p. 127)

“Belief that knowledge exists in a context and is judged on evidence relevant to that context” (Baxter Magolda, 2004, p. 37)

Expert promotes this belief Context, competence, mutual involvement of

expert and student is measured for assessment.

“Convergence of previous gender-related patterns” (Evans et al., 2010 p. 127)

“Belief that knowledge exists in a context and is judged on evidence relevant to that context” (Baxter Magolda, 2004, p. 37)

Expert promotes this belief Context, competence, mutual involvement of

expert and student is measured for assessment.


What do these models have in common? What do these models have in common? Perry Baxter Magolda

Dualism Absolute KnowingReceiving Mastery

Multiplicity Transitional KnowingInterpersonalImpersonal

Relativism Independent KnowingInterindividual Individual

Commitment in Relativism

Contextual Knowing

Break for Activity with Handout


See also: http://www.ctl.uga.edu/resources/tuga/

fall00/fall00.htm

See also: http://www.ctl.uga.edu/resources/tuga/

fall00/fall00.htm

Revised 2/17/11 [email protected] 27End with Handout 4

ConclusionConclusion

“A major assumption underlying college student development theories is that intellectual growth is something we want to have happen in college.

A delicate balance of challenge and support must be achieved…”

“A major assumption underlying college student development theories is that intellectual growth is something we want to have happen in college.

A delicate balance of challenge and support must be achieved…”


ReferencesReferences

Baxter Magolda, M.B. (2004). Evolution of a constructivist conceptualization of epistemological reflection. Educational Psychologist, 39(1), 31-42.

Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice (pp. 82-98, 125-130). San Francisco, CA: Jossey-Bass.

Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A.W. Chickering (Ed.), The modern American college (pp. 76-116). San Francisco, CA: Jossey-Bass.

Baxter Magolda, M.B. (2004). Evolution of a constructivist conceptualization of epistemological reflection. Educational Psychologist, 39(1), 31-42.

Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice (pp. 82-98, 125-130). San Francisco, CA: Jossey-Bass.

Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A.W. Chickering (Ed.), The modern American college (pp. 76-116). San Francisco, CA: Jossey-Bass.


Thank You!

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Intellectual Development Theory 101 for Student Advisors

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