Zusammenfassung der Ressource
Development Theories in Higher
Education
- Psychosocial Identity
DevelopmentTheories
- Erickson's Identity
Development Theory
Anmerkungen:
- First 4 stages focus on Childhood. 5th is Turning Point. 6-8 are adulthood
Can only achieve the next stage by internal and external development
- Stage One: Basic Trust versus Mistrust
Stage Two: Autonomy versus Shame and Doubt
Stage Three: Initiative versus Guilt
Stage Four: Industry versus Inferiority
Stage Five: Identity versus Identity Diffusion
Stage Six: Intimacy versus Isolation
Stage Seven: Generativity versus Stagnation
Stage Eight: Integrity versus Despair
- Marcia's Ego
Identity Theory
Anmerkungen:
- He found the young adult particularly important because often times students will have a crisis of identity. THE ONE TO REMEMBER ABOUT COLLEGE STUDENTS.
- Four Identity statuses or ways of handling crisis and commitment. Not progressive OR permanent.
- 1. Foreclosure (No Crisis/Commitment)
2. Moratorium (Crisis/No Commitment)
3. Identity Achievement (Crisis/Commitment)
4. Diffusion (No Crisis/No Commitment) - The least healthy - the students we should worry about the most
- Chickering
- Chickering's Educationally
Influential Environments
Anmerkungen:
- Seven Key Influences:
1. Institutional Objectives
2. Institutional Size
3. Student-Faculty Relationships
4. Curriculum
5. Teaching
6. Frienships & Student Communities
7. Student Development Programs and Services
- Chickering's
Developmental
Vectors
Anmerkungen:
- Seven Vectors:
1. Developing Competence
2. Managing Emotions
3. Moving Through Autonomy toward Interdependence
4. Developing Mature Interpersonal Relationships
5. Establishing Identity
6. Developing Purpose
7. Developing Integrity
- Moral Development
Theories
- Carol Gilligan
(Theory of Women's
Moral Development)
Anmerkungen:
- The central tenet of Gilligan's care orientation is that for some
individuals, often women, relationships with others carry equal weight with self-care when
making moral decisions. (ch15 p9)
- 3 Levels/2 Transitions:
Level 1: Orientation to Individual SurvivalFirst Transition: From Selfishness to ResponsibilityLevel 2: Goodness as Self-SacrificeSecond Transition: From Goodness to TruthLevel 3: The morality of Nonviolence
- Kohlberg's Theory of
Moral Development
Anmerkungen:
- “the transformations that occur in a person's form or structure of thought” (Kohlberg & Hersh,
1977, p. 54) - Figuring out what is right and wrong
- 6 Stages (Grouped Into 3 Levels):
Level 1 (Preconventional)Stage 1. Heteronomous MoralityStage 2. Individualistic, Instrumental Morality
Level 2 (Conventional)Stage 3. Interpersonally Normative MoralityStage 4. Social System Morality
Level 3 (Postconventional)Stage 5. Human Rights and Social Welfare MoralityStage 6. Morality of Universalizable, Reversible, and Prescriptive General Ethical Principles
- Rest's Moral
Development Theory
Anmerkungen:
- Moral Sensitivity, Moral Motivation, & Moral Action:
1. In relation to another person - seeing a moral dilemma outside of yourself and figuring out alternatives2. Deciding to follow a moral path.3. Carrying out a moral plan.
- 6 Steps Re-defined as 3 "Schemas":
Personal Interest Schema - Stage 1: Obedience (“Do what you're told.”)Stage 2: Instrumental egoism and simple exchange (“Let's make a deal.”)
Maintaining Norms Schema - Stage 3: Interpersonal concordance (“Be considerate, nice, and kind, and you'll get alongwith people.”)Stage 4: Law and duty to the social order (“Everyone in society is obligated and protectedby the law.”)
Postconventional Schema - Stage 5: Societal consensus (“You are obligated by whatever arrangements are agreed toby due process procedures.”)Stage 6: Non-arbitrary social cooperation (“How rational and impartial people wouldorganize cooperation is “moral.”)” (Rest, 1979a, pp. 22–23)
- A person can be working in different "schemas" at the same time. They do not have to work through hard "stages" in a certain order.
- Epistemological
and Intellectual
Development
Theories
- Perry's Theory of Intellectual
and Ethical Development
Anmerkungen:
- Three Concepts:
Dualism, Multiplicity, Relativism
- Nine static "positions" with development happening in between
- 9 positions are grouped into 4 categories:
1. Dualism/Received Knowledge
2. Multiplicity/Subjective Knowledge
3. Relativism/Procedural Knowledge
4. Commitment/Constructed Knowledge
- Belenky, Clinchy,
Goldberger, and
Tarule's Women's
Ways of Knowing
Anmerkungen:
- 5 Perspectives:
1. silence
2. received knowledge
3. subjective knowledge
4. procedural knowledge
5. constructed knowledge
- for women, the development of voice, mind, and self are "intricately intertwined"
- King and
Kitchener's
Reflective
Judgment
Model
Anmerkungen:
- 7 stages clustered into 3 types:
pre-reflective thinking, quasi-reflective thinking, reflective thinking
- pre-reflective thinkers: do not realize that knowledge is uncertain.
quasi-reflective thinkers: realize problems and uncertainty but have trouble drawing reasoned conclusions
reflective thinkers:view knowledge in relation to context, make judgments on relevant data, open to new information and reevaluation
- Faith and Spiritual
Development Theories
- Fowler's Theory of Faith
Development
Anmerkungen:
- Faith Development
Endings - Neutral Zone - Beginnings
- Fowler interviewed a large amount of people all at one time (not longitudinal) - from young people up to people in their 80s and 90s.
- Lifespan Development & Vocation: Vocation is about a sense of purpose - your role in life - not just a career - and is determined to an extent by your faith community
- Pre-Stage 1: Primal Faith (infancy)
Stage 1: Intuitive-projective Faith (toddler age)
Stage 2: Mythic-literal Faith (elementary age)
Stage 3: Synthetic-conventional Faith (early adolesence)
Stage 4: Individuative-reflective Faith (young adulthood)
Stage 5: Conjunctive Faith (mid-life)
Stage 6: Universalizing Faith (may not actually exist)
- Parks's Theory of Faith
Development
Anmerkungen:
- Dynamic and Multidimensional
The three forms of development are "interwoven to form a unified whole"
- Forms of Dependence:
1.Dependent/counterdependent2. Fragile Inner-dependence3. Confident Inner-dependence4. Interdependence
- Forms of Knowing:
1. Authority-bound2. Unqualified Relativism3. Probing Commitment4. Tested Commitment5. Convictional Commitment
- Forms on Community:
1. Conventional community2. Diffuse community3. Mentoring community4. Self-selected group5. Open to the other
- Astin, Astin, & Lindholm's
Spiritual & Religious
Measures
Anmerkungen:
- CSBV (College Students' Beliefs & Values) Studies:
Study 1. 2003 - "used to develop constructs to measure spirituality and religion"
Studies 2-3. 2004 and 2007 - "to capture longitudinal data to assess changes in spirituality and religion among students during their first three years of college."
- Measures of
Spirituality
Anmerkungen:
- 1. Spiritual Quest
2. Equanimity
3. Ethic of Caring
4. Charitable Involvement
5. Ecumenical Worldview
- Measures of
Religiousness
Anmerkungen:
- 1. Religious Commitment
2. Religious Engagement
3. Religious/Social Conservatism
4. Religious Struggle
5. Religious Skepticism
- Smith's Model of Atheist
Identity Development
Anmerkungen:
- Four Components:
1. The starting point: the ubiquity of theism2. Questioning theism3. Rejecting theism4. "Coming out" atheist
- Self-Authorship
Theories
Anmerkungen:
- Self Authorship is shaped by:
-beliefs
-identity
-social relations
-growth or transformation
-to be self aware
- Kegan's Theory of Evolution
of Consciousness
Anmerkungen:
- Kegan "saw the process of development as an effort to resolve the tension between a desire for differentiation and an equally powerful desire to be immersed in one's surroundings" Ch16 p2
Continual shifts from periods of stability to periods of instability
- "The holding environment has two functions: supporting individuals in their current stage of development and encouraging movement to the next evolutionary truce." p2
- 6 Orders of Development:
Order 0: Newborn - 18 months, "living in an objectless world, a world in which everything sensed is taken to be an extension of the infant"
Order 1: Around age 2, children are aware of their reflexes and realize objects are independent from themselves
Order 2: Instrumental Mind - "durable categories" are constructed such as "classifications of objects, or ideas with specific characteristics"
Order 3: Socialized Mind - "cross-categorical thinking", a person is able to connect one durable category to another
Order 4: Self-Authoring Mind, the ability to "generalize across abstractions" which is also labeled as "systems of thinking"
Order 5: Self-Transforming Mind, generally individuals never reach this stage before the age of 40, the ability to see beyond themselves, stages, others and systems to understand how "all people and systems are interconnect[ed]"
- Baxter Magolda's
Self-Authorship
Theory
Anmerkungen:
- 6 Guiding Assumptions
1. Ways of knowing and patterns within them are socially constructed
2. Ways of knowing can best be examined using 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. Ways of knowing appear as "patterns" to "make sense of experience but stop short of characterizing it in static and generalizable ways"
- Trusting your internal voice
Building your internal foundations
Securing your internal commitments
- 4 Phases:
Phase 1: Following FormulasPhase 2: CrossroadsPhase 3: Becoming the Author of One's LifePhase 4: Internal Foundation
- Within each phase she looked at cognitive development "how do I know", intrapersonal development "who am I", and interpersonal development "how we construct relationships"
- Disability Identity
Theories
Anmerkungen:
- The ADA provided this definition:
the term “disability” means, with respect to an individual - (A) a physical or mental impairment that substantially limits one or more of the major life activities of such individual; (B) a record of such an impairment; or (C) being regarded as having such an impairment (ADA 42 U.S. C. Sec. 12111, 1990)
- Further, a college student with a disability is a postsecondary student with a disability who, with or without reasonable modifications to rules, policies or practices, the removal of architectural, communication, or transportation barriers, or the provision of auxiliary aids and services, meets the essential eligibility requirements for the receipt of services of the participation in programs or activities provided by a public entity. (ADA 42 U.S. C. Sec. 12111, 1990)
- Johnstone's 6 Categories
of Disability Identity
Anmerkungen:
- 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 Identity
- Not a stage Model - Just a way that people with disabilities relate to the world
- Davidson &
Henderson's
4 Repertoires
Anmerkungen:
- Offer four “sense-making discourse clusters, or repertoires”
1. Keeping Safe
2. Qualified Deception
3. Like/As Resistance
4. Education
- Based research on students on the Autism Spectrum. Relate to the processes through which students with disabilities may elect to express their identities, particularly if those identities are not immediately visible
- Gibson's Disability
Identity Model
Anmerkungen:
- Stage 1: Passive Awareness - Individual medical needs not met, has no role model
Stage 2: Realization - begin to see themselves as having a disability
Stage 3: Acceptance (similar to stages in racial and other minority identity models) - understand their differences in a positive way
- “identity development of persons with disabilities can be fluid” (p. 8). She also noted that individuals may revert from Stage 3 to Stage 2 under circumstances that trigger anger (“Why me?”).
- Forber-Pratt &
Aragon's Model
Anmerkungen:
- Developmental trajectory into disability culture:
Stage 1: Acceptance Phase
Stage 2: Relationship Phase
Stage 3: Adoption Phase
Stage 4: Giving Back to the Community Phase
- Focused on the 3 core values of disability culture
1. social justice
2.
3.
- Transition Theory
Anmerkungen:
- Schlossberg - development happens in the transitions one goes through during their life
- A transition affects a person's development at different levels depending on whether or not it is anticipated and how much effect it has on their daily life
- Situation, Self, Support, and Strategies all affect how someone will move in, through, and out of a transition.
- People have different assets and liabilities during different points in their lives, causing them to go through transitions differently each time.
- Kolb's Theory of
Experiential Learning
Anmerkungen:
- Learning occurs through resolution of conflicts - Can be applied to every single theory
- Social Class
Identity Theories
Anmerkungen:
- Social Class encompasses income, wealth, property ownership, job status, education, skills, or power in the economy
- 3 Social Class identity Categories in Higher Education
1. First Generation
2. Low-income, Poor students and Working-class students
3. Middle-class Students and Upper-Class/Affluent Students
- Bourdieu's Theory of
Social Reproduction
Anmerkungen:
- Education is used by the dominant race/social class to legitimize their dominance - because they are knowledgeable and educated, not because of their status
- Field: The arenas of life in which people "play the game"
Habitus: One's understanding of how to "follow the rules" of the game
Capital: Resources Available to people in different social classes (Economic, Cultural, and Social)
- Yosso's Community
Cultural Wealth Model
Anmerkungen:
- Six forms of capital that compose community cultural wealth:
1. Aspirational Capital - remains hopeful and optimistic despite obsticals being present
2. Linguistic Capital - communicate in one or more languages
3. Familial Capital - knowledge individuals gain through interaction with immediate and extended family
4. Social Capital - networks of people and commmunity resources which support mechanisms for students
5. Navigational Capital - skill set that students use to traverse diverse institutional settings, particularly those that are unwelcoming due to oppressive structures
6. Resistant Capital - knowledge and skills fostered through oppositional behavior that challenges equality
- Racial and Ethnic Identity
Development Models
- Sue & Sue
RCID Model
Anmerkungen:
- Racial and Cultural Identity Development Model
1. Conformity
2. Dissonance
3. Resistance & Immersion
4. Introspection
5. Synergistic Articulation & Awareness
- Black Identity
Development
Anmerkungen:
- Cross & Fhagen-Smith's Model of Black Identity Development:
Nigrescence A - a process in whcih individuals develop a Black identity resulting from "formative socialization experiences"Nigrescence B - Black people who are not socialized toward Blackness or who have not formed a healthy Black identity usually experience a conversion during adulthoodNigrescence C - an expansion or modification of Black identity throughout adulthood
- Sector One: Infancy and Childhood in Early Black Identity Development
Sector Two: Preadolescence
Sector Three: Adolescence
Sector Four: Early Adulthood
Sector Five: Adult Nigrescence
Sector Six: Nigrescence Recycling
- Latinx Identity
Development
Anmerkungen:
- Fermdan & Gallego's Model of
Latinx Ethnoracial Orientations:
Six Orientations1. White-Identified2. Undifferentiated/Denial3. Latino as Other4. Subgroup-identified5. Latino-identified6. Latino-integrated
- Asian American
Identity Development
Anmerkungen:
- Kim's Asian American
Identity Development Model
Five Stages of Perception1. Ethnic Awareness2. White Identification3. Awakening to Social Political Consciousness4. Redirection to Asian American Consciousness5. Incorporation
- Phinney's Model of Ethnic
Identity Development
Anmerkungen:
- 3 stage, linear model of ethnic Identity
- Stage 1: Unexamined Ethnic Identity (diffusion-foreclosure)
Stage 2: Ethnic Identity Search/Moratorium
Stage 3: Ethnic Identity Achievement
- Torres's Bicultural
Orientation Model
Anmerkungen:
- Study of Latino students' ethnic identity development during their first two years of college
- Three Influences:
1. Environment where the student grew up
2. Family influence and generational status
3. Self-perception and status in society
- Two processes that can signal change in a students' ethnic identity:
1. Cultural Dissonance
2. Changes in Relationships
- White Identity
Development
Anmerkungen:
- Rowe, Bennett, and Atkinson's
White Racial Consciousness Model:
Unachieved White Racial Consciousness Attitude Types:1. Avoidant2. Dependent3. Dissonant
- Helm's Model of White
Identity Development:
1. Abandonment of Racism2. Evolution of a Non-Racist Identity