Student Development in College

Student Development in College

1. Kolb's Experiential Learning

   • 1. Concrete: Feeling 2. Reflective: Watching 3. Abstract: Thinking 4. Active: Doing.

2. Psychosocial Identity Theory (13)

3. Intellectual Development Theory (14)

4. Moral Development Theory (15)

   • Kohlbergs Theory of Moral Development: Believed that people need to be cognitively and socially developed before they could develop morally. Pre-conventional: following rules/doing what is right because there is a fear for punishment/want to be accepted. Conventional: Doing what is right in order to be considered a good person. Post-Conventional: Going through life with a humanity lens, being understanding.
     • 6 Stages, 3 levels. Movement went from one stage to another, not fluid.
   • Rest Neo-Kolbergian Approach: based off of Kohlberg, but fluid and development can happen within different schemas at the same time.
   • Gilligan's Theory for Women and Moral Development: Levels of development had transitional periods between each level. Theory suggested women developed from a "care" perspective, not a "justice" perspective.
   • Impacts Moral Development: Age, race, gender, socioeconimc Status, education, Culture, Relgion
   • Justice Vs. Care - Looking at a situation in a "black and white" way would be Justice... believing that there is a set standard or outcome based on what someone did/has done. Care is looking at the situation as very "gray" and trying to understand why someone did something/what they need etc.

5. Faith & Spiritual Development (9)

   • "endings, the neutral zone, and new beginnings" = 3 phases that happen while transitioning from one belief to another.
   • Parks Theory of Faith Development: (3 forms) - Cognition, Development, and Community
   • Astin, Astin, and Lindholms Spiritual and Religious Measures Survey Findings: religious affiliation goes down and spirituality increases. More willing and open to hear other perspectives. Mind altering activities can hinder development.
   • (Retype) Peaks Model of Muslim Identity Development: Stage one: Religion as Ascribed in Identity. Grown into the religion Stage two: Religion as Chosen Identity. Youth become aware of their values & religion. Create and form their own communities. Stage three: Religion as Declared Identity. Deepened faith & identity.
   • (Retype) Smiths Model of Atheist Identity: Iniquity of Theism: espouse belief in God, have certainty in God’s existence. Questioning Theism: Interactions and different settings expose different viewpoints. Gradual ‘unlearning’ process. Rejecting Theism: “Not theist, or atheism as rejection identity”. Explicitly reject idea of God. “The lens of science and secular thinking”. Coming out Atheist: Full-Self acceptance.

6. Self-Authorship (16)

   • Defining internally one's beliefs, ideas, values, and growth. To be self-aware.
   • Kegan: To move through stages (orders) you move from I AM to I HAVE. Example: I am Catholic to I have Catholic beliefs Order 0:“Living in an objectless world, a world in which everything sensed is taken to be an extension of the infant” Order 1: Control over reflexes (age 2).Thinking tends to be “fantastic and illogica Order 3: Socialized Mind: Cross-categorical thinking. Thinking is more abstract, individuals are aware of their feelings and the internal processes associated with them. They make commitments to communities of people and ideas. Order 4: Self-Authoring Mind: Cross-categorical constructing. Individuals “ have the capacity to take responsibility for and ownership of internal authority. Relationships become part of one’s world rather than the reason for one’s existence. Order 5: Self-Transforming Mind: Infrequently reached and never reached before age 40. Individuals see beyond themselves, others, and systems of which they are a part to form an understanding of how people
   • Pizzolato and other researchers found identity and relationship dissonance were key in development of self-authorship.
   • Baxter Magolda: 1992 - Epistemological Reflection (4 stages) Absolute knowing, Transitional Knowing, Independent Knowing, Contextual Knowing
     • 2001 - The Path to Self-Authorship (4 phases) Following Formulas, Crossroads, Becoming the Author of One’s Life, Internal Foundation
   • Jane Pizzolato Self-Authorship is directly affected with being supported by your environment “High-risk” college students reach self-authorship prior to college Being a college student challenges self-authorship = anxiety and depression Study: Pizzolato and other researchers found identity and relationship dissonance were key in development of self-authorship Study: Torres/Baxter Magolda found stereotyping and oppression pushes students towards finding their self-authorship

7. Transition Theory

   • There are four components that impact someone during transition: 1. the Situation 2. your Self 3. your Support 4. your Strategies
   • After a transition, no matter if it is expected or a surprise, three phases are prevelent.
   • Anticipated Transition: You expect it to happen. 2. Unanticipated Transition: You did not see it coming. Non-Events: Transitions you expect to happen but do not come.

8. Disability Identity (10)

   • Disability Identity if a matter of individuals, their enviornment, and the interactions between the two.
   • Johnstone: 1. externally ascribed, disempowering identities 2. overcompensating identities 3. shift the focus away from the disability 4. empowering identities 5. complex identities 6.common identity
     • Not a stage model, but views how the world and others see the individual (CH 5 Connect)
   • Gibson: Stage 1: Passive Awareness 2: Realization 3: Acceptance

9. Social Identity Theory (4)

   • Individual, Relational, Collective, Material Identities
     • Intersectionality: hows identities cross over eachother and how you have more than one identity and you may identify or associaitoe with one more than the others.
   • Peggy McIntosh: White Feminist (White Priv. Unwrapping the Invisible Knapsack). Priv: 1. Unearned: everyone should have it. 2. Confirred Dominance: Giving a certain population power
   • Social Class Privilege: 1. Origin (where you are) 2. Current Felt (what you feel you are. 3. Attributed (what people see you as)

10. Social Class and Identity Theory (11)

    • 1. First Generation College Students 2. Low-income, poor students, working-class students 3. Middle-Class and Upper-Class Students.
    • Bourdieus Theory of Social Reproduction: Education is responsible for creating hierarchies. 3 main concepts: Field (social field, playing for the position), Habitus (why you do what you do and how you act based on where you came from), and Capital (knowledge as a resource of power - economic, social, and cultural capital).
    • Tara Yosso (Cultural Weather Theory): found that students with more diverse background are more higher achieving academically
      • Theorists found that students with more diverse backgrounds were more prepared/better off academically.
    • Woulpaugh - focused on low income AA students

11. Racial Identity Development

    • Cross and Fhagen-Smith's Model of Black Identity Development
    • Helms's Model of White Identity Development
    • Ferdman & Gallegos's Model of Latina & Latino Ethnoracial Development
    • Kim's Asian American Identity Development Model
    • Horse's Perspective on American Indian Identity Development
    • Approaches to Mixed Race and Multiracial Identity Development

12. Ethnic Identity