Running Head: THEORY PAPER #2 PERRY, PARK, & LEV

Theory Paper #2
Perry, Park, & Lev

CAROLINE BUBBERS
SDAD5400: Student Development Theory, Research, & Practice
Professor Erica K. Yamamura
November 6, 2014

Analysis

Theory Paper #2 Perry, Park, & Lev

Perrys scheme is composed of three stages that are linear in pattern but flexible. The first
stage of Perrys scheme is dualism where the student views the world in a dichotomy. The next
stage is multiplicity where the student can honor diverse views when the right answers are not
known. The final stage of Perrys scheme begins when multiplistic thinkers recognize the need to
support opinions. In relativism, students acknowledge that some opinions may have no value but
reasonable people can also disagree on some matters. Knowledge moves from being viewed as
quantitatively in dualism to qualitatively in relativism. (Evan et al., 2010) Perrys scheme is
important to student development because it provides the frame work as to how students may
struggle with growing in their thought processing. This framework allows student affairs
professionals to identify where students are and how best to support them as they are developing.
In Parks theory of faith development there are five forms of knowing that contribute to
the process of faith development in adulthood. The five forms include authority bound,
unqualified relativism, probing commitment, tested commitment, and convictional commitment.
These forms of knowing occur within the four periods of development Park identified as
adolescence or conventional, young adult, tested adult, and mature adult. (Evan et al., 2010)
Parks theory is important to student development because faith and spirituality have an impact
on the logic processing framework students develop.
In Levs theory the relationship among sex, gender identity, gender role, and sexual
orientation is modeled. The linear model grows from a binary view of gender and sex to a more
separated and fluid perspective of gender identity development. (Evan et al., 2010) Levs theory
is essential to student development because gender influences the college experience in more
than just social development; gender identity development also has an effect on major and career
choice.

Theory Paper #2 Perry, Park, & Lev

Synthesis:
There is a clear pattern of dualism in the early stages across the theories of Perry, Park,
and Lev. Perrys first stage is called dualism where students understand learning as a
transactional information exchange and the authority figures hold all of the correct answers. In
Parks theory, the first stage of development in the forms of knowing all include the reliance on
authority for the correct answers. In Levs theory, gender and sex are first described as binary
systems where students view their identity as one or the other with no grey area in between. All
three theories have roots in dualistic thinking that grow and explore the grey area they include in
their later stages.
Another pattern found across Perry, Park, and Levs theories is their linear framework. In
Perrys theory a student must move through multiplicity in order to reach relativism. In Parks
theory a student must explore commitments before securing their commitments. Levs theory
visually exemplifies how students are influenced by their sex first; followed by their gender
identity, gender role, and lastly their sexual orientation. A linear framework provides a clear
understanding of the different stages of each theory but students may not develop in a linear
fashion. A student based on their personal experiences and the environment where they grew up
may question their sexual orientation before questioning their gender role.
A weakness across the theories is the American cultural focus. Dualistic thinking may be
look different for students who come from backgrounds that do not encourage divergent thinking
against authority figures. Questioning authority is a deeply rooted American value that
international students and/or first generation students may have a more complex pattern of
development when immersed in American culture. In order for these theories to be an effective
framework for student affairs professionals, professionals must understand the limited

Theory Paper #2 Perry, Park, & Lev

multicultural competency these theories contain. Furthermore, professionals should proactively

acknowledge the limitations of these theories and discern how to incorporate inclusive
multicultural perspectives when working with students.
Reflection
Within Perrys theory I feel that I am in the transition between multiplicity and
relativism; transitioning directly from my undergraduate experience as a student leader to
graduate school where I am a part time professional has influenced my thought processing.
However, there are still moments when I find myself under stress and retreating back to a
dualistic way of thinking. Reflecting back on my undergraduate experience, there are a handful
of times where my thought processing could be classified as a textbook example of dualistic
thinking. I saw outcomes as successes or failures and had a hard time being comfortable with the
grey area in between; I am proud to say I have grown immensely since then.
In regards to Parks theory of faith development I feel that, within the five forms of
knowing, I am in the tested commitment stage. When I was growing up I attended a United
Methodist church and was an active member of the youth group. I believed in God because
that was the right being to believe in and anyone who did not have faith in God was a bad
person. As I went through the conformation process and learned about other forms of faith and
thus progressed through the probing commitment phase. After evaluating my faith through
college I have grown in my commitment to denouncing any association with faith or religion. I
do not have a faith in any greater being and each day this commitment becomes more secure.
It was not until my junior year in college that I began to view sex, gender identity, gender
role, and sexual orientation as scales rather than binaries. This was also in conjunction with my
growth in awareness of the societal constructs of gender and gender roles. I grew from accepting

Theory Paper #2 Perry, Park, & Lev

the traditional feminine gender role to confronting the dissonance that occurred when I began to
push the boundaries that society had created in my personal gender schema.
A key consideration for student development professionals is that students may not grow
in a linear pattern that is presented throughout Perry, Park, and Levs theories. Specifically,
students from backgrounds that have contrasting values from American culture may have a more
challenging time overcoming a dualistic way of thinking when their families do not support a
divergent way of thinking. Student development professionals should be cognizant of this when
supporting students who are struggling with transitioning to the next stage of multiplicity or
struggling to integrate their personal cultural values and American cultural values effectively.

Theory Paper #2 Perry, Park, & Lev

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Works Cited

Evans, N., Forney, D., Guido, F., Patton, L., & Renn, K. (2010). Student Development in
College: Theory, Research, and Practice (2nd ed.). San Francisco: Jossey-Bass.