Student Development Theory

Student Development Theory

1. Experiential Learning Theory

   • Kolb
     • Can be applied to every single theory
     • Learning styles
       • Concrete experience / feeling
         • Reflective observation / watching
           • abstract thinking
             • active experimentation / doing

2. Psychosocial Identity Theory

   • Marcia's Ego Identity
     • critical variables
       • Exploration
       • Commitment
     • 4 Identity states
       • 1. Foreclosure (No crisis/commitment)
       • 2. Moratorium (Crisis/No commitment)
       • 3. Achievement (Crisis/Commitment)
       • 4. Diffusion (No Crisis/No Commitment)
   • Erikson's Identity Development
     • 8 stages
       • 1. Basic trust vs Mistrust
       • 2. Autonomy vs Shame and Doubt
       • 3. Initiative vs Guilt
       • 4. Industry vs Inferiority
       • 5. Identity vs Identity Diffusion (Confusion)
       • 6. Intimacy vs Isolation
       • 7. Generativity vs Stagnation
       • Integrity vs Despair
   • Chickering's Developmental Vectors
     • 7 Vectors
       • Developing Competence
         • Intellectual competence
         • Physical competence
         • Interpersonal competence
       • Managing Emotions
       • Moving through Autonomy toward Interdependence
       • ing Mature Interpersonal Relationships
       • Establishing Identity
       • Developing Purpose
       • Developing Integrity

3. Intellectual Development Theory

   • King & Kitchener - Reflective Judgement Model
     • Seven stages - three clusters
       • Pre-reflective thinkers
       • Quasi-reflective thinkers
       • Reflective thinkers
   • Perry's Intellectual & EthicalDevelopment
     • Nine positions
       • Meaning making
         • Duality
         • Multiplicity
         • Relativism
         • Commitment
         • Commitment in relativism
       • Deflections
         • Temporizing
         • Decalage
         • Escape
         • Retreat
   • Women's Way of Knowing
     • Perspectives
       • Silence
       • Received knowing
       • Subjective knowing
       • Procedural knowing
       • Separate knowing
       • Connected knowing

4. Moral Development Theory

   • Kohlberg
     • "Hard stage model"
     • Six Stages
       • Stage 1: Heteronomous morality
       • Stage 2: Individualistic, Instrumental Morality
       • Stage 3: Interpersonally Normative Morality
       • Stage 4: Social System Morality
       • Stage 5: Human Rights & Social Welfare Morality
       • Stage 6: Morality of Universalizable, Reversible, & Prescriptive General Ethical Principles
   • Rest's Neo-Kohlbergian Approach
     • Six Stages:
       • 1. Obedience ("Do what you're told.")
       • 2. Instrumental egoism and simple exchange ("Let's make a deal.")
       • 3: Interpersonal concordance (“Be considerate, nice, and kind, and you'll get along with people.”)
       • 4: Law and duty to the social order (“Everyone in society is obligated and protected by the law.”)
       • 5: Societal consensus (“You are obligated by whatever arrangements are agreed to by due process procedures.”)
       • 6: Non-arbitrary social cooperation (“How rational and impartial people would organize cooperation is “moral.”)
     • Three Schemas
       • Maintaining Norms
       • Personal Interest
       • Postconventional
   • Gillian's Theory of Women's MD
     • Three levels - two two transitions
       • Each level identifies a more intricate relationship between self and others. Each transition represents the achievement of a more sophisticated understanding between selfishness and responsibility. Patton, Lori D.. Student Development in College: Theory, Research, and Practice (p. 347). Wiley. Kindle Edition. 
       • Level !: Orientation to Individual Survival
         • Transition 1: From Selfishness to Responsibility
       • Level 2: Goodness as Self-Sacrifice
         • Transition 2: From Goodness to Truth
       • Level 3: The Morality of Nonvilence

5. Faith & Spiritual Development Theory

   • Parks
     • Theory NOT linear - dynamic and multimimensional
     • Forms of Dependance
       • Dependent/counterdependent
       • Fragile inner-dependence
       • Confident inner-dependence
       • Interdependence
     • Forms of Community
       • Diffuse
       • Mentoring
       • Self-selected group
     • Forms of Knowing
       • Conventional community
       • Conventional commitment
       • Authority Bound
       • Unqualified relativism
       • Probing commitment
       • Tested commitment
   • Fowler
     • 6 Stages of Faith
       • Pre 1: Primal Faith
       • 1. Intuitive-projective faith
       • 2. Mythic-literal faith
       • 3. Synthetic-conventional faith
       • 4. Individual-reflective faith
       • 5. Conjunctive faith
       • 6. Universalizing Faith
     • Vocation
   • Astin, Aston, and Lindholm's Spiritual & Religious Measures
     • Measures of Spirituality
       • Spiritual Quest
       • Equanimity
       • Ethic of Caring
       • Charitable Involvement
       • Ecumenical Worldview
     • Measures of religiousness
       • Religious Commitment
       • Religious Engagement
       • Religious/Social Conservatism
       • Religious Struggle
       • Religious/Skepticism
   • Peek;s Muslim Identity Dev. among College Students
     • Three Stages:
       • 1. Religion as Ascribed Identity
       • 2. Religion as Chosen Identity
       • 3. Religion as Declared Identity
   • Smith's Model of Atheist Identity Dev
     • "Fluid and dynamic process"
     • 4 Stages:
       • Starting point: the ubiquity of theism
       • Questioning theism
       • Rejecting theism: "Not theist, or atheism as a rejection identity"
       • "Coming out" atheist

6. Self Authorship Theory

   • Keegan;s Theory of the Evolution of Consciousnes
     • Five Orders
       • Order 0: infant-age 2
       • Order 1: age 2
       • Order 2: Instrumental Mind
       • Order 3: Socialized Mind
       • Order 4: Self-Authoring Mind
       • Order 5: Self-Transforming Mind
   • Magdolda's Self-Authorship Theory
     • Six guiding assumptions
       • 1. Ways of knowing (WOK) & patterns w/i them are socially constructed
       • 2. WOK can best best examined naturalistic inquiry
       • 3. students' use of reasoning patterns is fluid
       • 4. patterns are related to, but not dictated by gender
       • 5. student stories are context-bound
       • 6. WOK appear as patterns to "make sense of experience but short of characterizing it in static and generalizable ways"
     • Four stages
       • 1. Absolute Knowing
         • two patterns - receiving knowledge and mastering knowledge
       • 2. Transitional knowing
         • acquisition. Interpersonal knowing and impersonal knowing are the two patterns within this stage. Patton, Lori D.. Student Development in College: Theory, Research, and Practice (p. 363). Wiley. Kindle Edition. 
       • 3. Independent Knowing
         • This stage includes interindividual and individual patterns. Patton, Lori D.. Student Development in College: Theory, Research, and Practice (p. 363). Wiley. Kindle Edition. 
       • 4. Contextual Knowing

7. Schlossberg's Transition Theory

   • Transition Types
     • Anticipated
     • Unanticipated
     • Non-events
   • Context
     • An individuals relationship to the transition and to the setting in which the transition occurs
   • Impact
     • determined by the degree to which a transition alters daily life. Both positive and negative transitions, as perceived by the individual, produce stress. Patton, Lori D.. Student Development in College: Theory, Research, and Practice (p. 37). Wiley. Kindle Edition. 
   • The 4 S's
     • Situation. In examining a situation, the following factors are important:  Trigger—What precipitated the transition?  Timing—Is the transition considered “on time” or “off time” in terms of one's social clock, and is the transition viewed as happening at a “good” or “bad” time?  Control—What does the individual perceive as being within his or her control (for example, the transition itself; one's reaction to it)?  Role change—Is a role change involved and, if so, is it viewed as a gain or a loss?  Duration—Is the transition seen as permanent, temporary, or uncertain?  
     • Previous experience with a similar transition—How effectively did one cope, and what are implications for the current transition?  Concurrent stress—Are multiple sources of stress present? Assessment—Who or what is seen as responsible for the transition, and how is the individual's behavior affected by this perception? Patton, Lori D.. Student Development in College: Theory, Research, and Practice (p. 38). Wiley. Kindle Edition. 
     • 1. Situation
       • trigger, timing, control, role change, duration, previous experience, concurrent stress, assessment Patton, Lori D.. Student Development in College: Theory, Research, and Practice (p. 39). Wiley. Kindle Edition. 
     • 2. Self
       • personal and demographic characteristics: socioeconomic status, gender, age, health, ethnicity/culture psychological resources: ego development, outlook, commitment, values, spirituality and resilience Patton, Lori D.. Student Development in College: Theory, Research, and Practice (p. 39). Wiley. Kindle Edition. 
     • 3. Support
       • types: intimate, family, friends, institutional functions: affect, affirmation, aid, honest feedback measurement: stable and changing supports Patton, Lori D.. Student Development in College: Theory, Research, and Practice (p. 39). Wiley. Kindle Edition. 
     • 4. Strategies
       • 3 categories: modify situation, control meaning, manage stress in aftermath 4 coping modes: information seeking, direct action, inhibition of action, intrapsychic behavior Patton, Lori D.. Student Development in College: Theory, Research, and Practice (p. 39). Wiley. Kindle Edition. 

8. Disability Identity Theory

   • Stage Models
     • Forber-Pratt & Aragon
       • Four Phases
         • 1. Acceptance
         • 2. Relationship
         • 3. Adoption
         • 4. Giving Back to the Community
     • Gibson
       • Three stages
         • 1. Passive Awareness
         • 2. Realization
         • Accceptance
   • Ecological Approach
     • Johnstone
       • Six categories
         • 1. Externally Ascribed, Disempowering identities
         • 2. Overcompensating identities
         • 3. Identities that shift the focus away from disability
         • 4. Empowering identities
         • 5. Complex identities
         • 6. Common identities
     • Davidson and Henderson
       • Four repertoires
         • 1. Keeping safe
         • 2. Qualified deception
         • 3. Like/as resistance
         • 4. Education approach

9. Social Class Identity Theory

   • Bourdieu's Theory of Social Reproduction
     • Concepts
       • Field
       • habitus
       • capital
         • economic
         • cultural
         • social
   • Yosso's Community Cultural Wealth Model
     • 6 forms of capital
       • Aspirational
       • Social
       • Linguistic
       • Familial
       • Navigational
       • Resistant