Student Development Theory

Agenda History Chickering’s Psychosocial Theory of Student Development Perry’s Cognitive Theory of Student Development Theory of Moral Development  Kohlberg  Gilligan

History of Student Development Theory The first 300 years :  17 th century-”in loco parentis” Character development Average age 14 years

The Student Services Movement Late 19 th -early 20 th century Development of the field of Psychology Provide services to students:  Remedial services  Counseling  Programs to supplement academics

The Student Development Movement Middle of 20 th century-Present Student activism Developing psychological and sociological theories:  Theories of human growth  Theories of environmental influences

The Student Development Movement 1. Look at the whole student. 2. Each student is unique. 3. The total environment is educational. 4. The total environment helps the student achieve full development. 5. The student has the major responsibility for his/her own development.

Arthur W. Chickering: The Vector Theory Based on Erikson’s adolescence stage of identity vs. identity/role confusion Seven vectors along which college students develop:  Tasks of identity resolution

Seven Vectors 1. Developing Competence 2. Managing Emotions 3. Developing Autonomy 4. Establishing Identity 5. Interpersonal Relationships 6. Developing Purpose 7. Developing Integrity

Developing Competence Intellectual Competence Physical and Manual Competence Social/Interpersonal competence

Managing Emotions Awareness of one’s feelings Being able to handle feelings

Developing Autonomy Emotionally independent Self-Regulation Make plans for goals Solve own problems Identify resources Systematic problem solving methods Recognize interdependence

Establish Identity Integrate one’s experience Realistic and stable self-image Experimentation in relationships Experimentation in purpose Experimentation in integrity Aware of one’s preferences in experiences

Interpersonal Relationships Tolerance of differences Capacity for mature intimate relationships Empathy

Develop Purpose Clarify interests Clarify educational and career options Clarify lifestyle preferences Have an integrated identity

Develop Integrity Define one’s values Awareness of relativity of values Have personal code of values to guide behavior. Behavior congruent with beliefs and values Post-conventional level of morality

Cognitive Theory of Student Development: William Perry Based on Piaget’s cognitive theory of development Steps students move through from a simplistic view of the world to a mature view of the world  Cognitive conflict motivates progression to maturity

Level 1: Dualism There are right and wrong answers and experts know the answers. ***High degree of structure ***Personal atmosphere in classroom ***Experiential Learning ***Analysis of conflicting viewpoints

Level 2: Relativism Knowledge is uncertain. Some answers are not always right.. ***Less structure ***Personal atmosphere in classroom ***Diverse Content

Level 3: Commitment Nothing works in all circumstances or is always right. Search for new knowledge.

Moral Development Theory Lawrence Kohlberg Carol Gilligan

Lawrence Kohlberg Moral Development Stages: 1. Preconventional (before 9) Focus on rewards and punishments 2. Conventional (early adolescence) Rules are the rules, conform 3. Postconventional Universal issues of ethics, morality, justice, fair play, abstract & ethical principles

Gender Differences Women = Care Focus Women prefer social groups. Women concerned with care and response to need. Men = Justice Focus Men prefer the individual. Men are concerned with equality, reciprocity, justice, and rights.

Carol Gilligan Adolescence:  Girls are more concerned with relationships  Girls develop their identities through their relationships  Girls develop their identities while engaged in close relationships Levels of Moral Development: 1. Individual Survival 1. Follow rules for rewards Avoid punishment  Self-Sacrifice 1. Meet needs of others Sacrifice own needs 1. Equality 1. Everyone’s needs met Sacrifices shared equally

Activity Examine your tutoring lab and see what applies to the theories. In what ways can you improve the lab to address the factors in the theories?