Running Head: COLLEGE STUDENT DEVELOPMENT THEORY FINAL

College Student Development Theory Final

Kwan Wallace
Florida International University

Page 1 of 11

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

1.

Page 2 of 11

The document Learning Reconsidered talked about a new transformative way of learning,

which combines academic learning with student development. This is called transformative
learning, which is defined as what students know, who they are, what their values and behavior
patterns are, and how they see themselves contributing to and participating in the world in which
they live (NASPA & ACPA, 2004). This educational model is multidimensional, covering
cognitive, behavioral, spiritual and affective development (NASPA & ACPA, 2004). This model
talks about how learning and student development occurs outside the classroom and should not
be separated as two separate things that happen independently.
The great thing about transformative learning is that it can occur anywhere on campus or
even in the community. One example of this is a service learning project working with foster
children. Social work students will have the experience working with a population that they very
likely will encounter in their future careers, which they can bring back into the classroom and
have relatable experiences to share with the class and tie in with course material. Nursing
students would also get a benefit from this because they can do tests for diseases and overall
health, giving them practical diagnostic experience, giving them not only real word experience,
but also working with their interpersonal skills, or bed side manner, that will be and important
skill to have later on. As part of a service learning experience, it is required to talk about what
you did and reflect on your experiences. Writing skills will be required by future employers and
the ability to express yourself clearly and concisely will also be a skill that is valued by
employers and other courses the student may have to take. Another piece is finding his or her
purpose. With doing the service learning, they can see if this is really what type of career that
they want to pursue with a clientele that they will likely encounter, working on their practical
competence, and if not then they can take the steps to find another purpose while they are still in

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

Page 3 of 11

school and have resources available to them. Finally a service learning project can be used to
further the student in more civic engagement. After doing one of these service learning projects,
there will likely be some students who will continue to work with that organization or similar
ones in the area, which will keep them connected to the campus and the surrounding community
and help with retention rates.
One other way that can be applied is Student Government Association. One of the things
that being in SGA develops is interpersonal communication skills. You will have to work with
other students who may or may not have different viewpoints than you do, so you will have to
learn how to compromise to get what you can from someone without alienating them. This is a
great skill in the classroom also because group projects are frequently assigned, so you can take
the skills SGA offers to help you complete assignments and work with people that have different
personalities. Another benefit is learning how to work within a system. SGA is governed by a
Code of Conduct and Constitution that allows it to act certain ways and not others. Sometimes it
can be cumbersome to get some things done because you have to go through several steps that do
not always seem necessary, but that is the established process. Learning how to navigate a
complicated process is not only a skill that is great to have working with SGA, but also going
through a college and university setting and a corporate structure. Learning this skill will help a
person not get frustrated when they go through a complicated process, and be persistent in
getting the results that they desire. Finally, SGA members are considered leaders, not only on
campus but also inside the classroom. They will often be looked upon to be group leaders or lead
group discussions. These skills will be useful in the workforce, and will hopefully impact
students that are not student leaders to try and get involved and develop themselves as a leader.

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

Page 4 of 11

As Vice President of Student Affairs, the one initiative that I would enact to try to
implement the principles discussed in Learning Reconsidered is to ensure that every department
under my supervision that deals directly and indirectly with students to have learning outcomes
for what they are hoping the student will get out of vising their office or coming to an event that
they are hosting. I would also encourage the student affairs departments to work with academic
departments to collaborate on not only programming, but making sure that at least some of the
learning outcomes that are being created by the student affairs departments will be useful in
classroom tasks also. This will force both sides to talk to each other and implement a plan that
will be beneficial to each other. I will also require a once a semester assessment of how the
departments are coming along with actually implementing their learning outcomes. I would
evaluate if the outcomes are being met, are not being met, or need revision to meet student needs
at the time. I would work with the department on whatever change needed to be done if the need
arises.

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

5.

Page 5 of 11

The Identity Development theories that we talked about this semester shows that people

take similar steps to find how they identify themselves, whether it be by race, ethnicity, gender,
or sexual orientation. In general, people go through three general phases, the first being the
person is unaware or not exploring the identity that they are. The second phase shows that people
go through the exploration process to try to figure out who they are and what they identify with.
Finally, they discover who they are and are comfortable in their identity. To demonstrate the
similarities in the identity development, I will be using Cross and Fhagen-Smiths Model of
Black Identity Development and Phinneys Model of Ethnic Identity Development.
In the first phase, the person is not actively exploring their identity of their identity. In the
Cross and Fhagen-Smith model, they discuss that there are other factors including family
income, traditions, and practices; social networks such as school and church; and all historical
events contribute to the socialization experiences of black children (Evans, Forney, Guido,
Patton & Renn, 2010) At this point, the children are identifying themselves in other ways than by
race, usually in ways given by their parents or significant person in their life. In the Finney
model, ethnic identity is seen as either a non-issue or something they have acquired in childhood
from significant others (Evans et al., 2010). In both models, the person is not actively trying to
figure out their identity. They are either not concerned about trying to explore it or they are given
an identity from someone else significant in their life.
In the second phase, people start questioning who they are and exploring what makes
them who they are, or trying to figure out what their identity is. In the Cross and Fhagen-Smith
model, this exploration process starts in Sector 2 (Preadolescence). At this phase, a parent with
high race salience will instill in the child the importance of their race and are taught they are an
important aspect of their self- concept (Evans et al., 2010). Parents with low race salience give

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

Page 6 of 11

their child little to no messages regarding race and place no significance on race except the
physical aspects (Evans et al., 2010). Children then move through Sector 3 (Adolescence) into
moratorium to address if the beliefs that they hold are really theirs and they accept them, or are
they nor theirs and they reject them for other beliefs (Evans et al., 2010). In the Finney model,
Stage two represents Ethnic Identity Search or moratorium. At this phase, they are made aware
of their ethnic identity by some event (s) that causes the need to explore their identity (Evans et
al., 2010). In this phase, people are usually trying to figure out who they are and can be
accompanied by anger towards the dominant group and guilt or embarrassment about ones past
lack of knowledge of racial or ethnic issues (Evans., 2010). In both of these models, the person
is going through a phase of searching to discover what their identity is. There is a significant
even that happens in both models that precipitates the need to start identifying who they are.
In the final phase, the person discovers who they are in their identity and are comfortable
with it. In the Cross and Fhagen-Smith model, this occurs in Sector 4 (Early Adulthood). The
highest group within this sector is people with high race salience. They are characterized as
having established a clear reference group orientation that values race and black culture (Evans
et al., 2010). The group with low race salience see race as nonessential and will have
constructed diverse identities across a variety of categories that exclude race (Evans et al.,
2010). In Phinneys model, people accept membership into minority culture, they gain a sense
of ethnic identification while being open to other cultures (Evans et al., 2010). The anger that
was associated with the previous stage has now subsided and they are more confident in
themselves. In this phase, people know who they are and are comfortable with the identity that
they now have, whether it be for the positive or negative.

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

6.

Page 7 of 11

There are two developmental tasks that need to be addressed by using Chickerings

Theory of Identity Development. The first is Moving through Autonomy towards

Interdependence. This theory is defined as freedom from continual and pressing needs for
reassurance, affection, or approval from others (Evans et al., 2010). In this scenario, John is a
student who is being pressured to major in Business and go into the family business. John does
not seem enthusiastic about this decision and would rather pursue Music as a major, but does not
have any encouragement from his family because they feel the options are limited in what he can
do with a music degree. The other theory that applied to John is Developing Purpose. This theory
is defined as developing clear vocational goals, making meaningful commitments to specific
personal interests and activities, and establishing strong personal commitments (Evans et al.,
2010). John cannot articulate any career goals and taking courses without having any purpose in
taking them. In addition, his partner is ready to make a more serious commitment than he is
ready for at the moment.
There are several other theories that might be useful in analyzing Johns situation. The
first is Eriksons Identity Development Theory. The specific stage that correlates to John is Stage
Five (Identity versus Identity Diffusion). This stage is when adolescents begin to develop their
core sense of self, values, beliefs and goals (Evans et al., 2010). John is going through this stage
by questioning why he is going through the business program, when he wants to go through the
music program. He does not have a clear sense of purpose at the moment, so he is experiencing
Identity Diffusion. In addition, he is having issues in Stage Six, which is Intimacy versus
Isolation. Stage Six is adults trying to work towards intimacy, or establishing committed
relationships with others, such as friendships, intimate relationships, or participation as a
productive member of society (Evans et al., 2010). John is not ready for a more serious

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

Page 8 of 11

relationship, although his partner is looking for one. We can then look into Maricas Ego Identity
Statuses. The status that best applies to John is the Moratorium status, which is individuals
actively question parental values in order to form their identity; however, their crisis comes
without commitment (Evans et al., 2010). While John is not for doing the business program and
doing music, he does music on the weekends and stays in the program while it still makes him
unhappy. He is going between rejecting the authority (his parents) and trying to please the same
authority. Perrys Theory of Intellectual and Ethical Development would also qualify in this
theory. John is in the dualistic phase, which is seeing an authority figure as the knowledgeable
one and the person that you should get information from (Evans et al., 2010). The authority in
this case is his parents telling him that he should become a Business major and that Music would
have limited options for him. John is starting to move into the multiplistic view, which is
honoring others views when the answer that you are seeking is unknown (Evans et al., 2010).
The answer that is not known in this scenario is if he should stay a Business major to please his
family or to please himself by become a Music major.
There are also two integrative theories that would apply to John under self-authorship.
The first theory is Kegans Theory of the Evolution of Consciousness. The applicable order with
John is Order Three, which is the ability to think abstractly, understand their feelings, and make
commitments to people and groups, but still need people to give you approval and to be accepted
by others (Evans et al., 2010). John is having feelings of doing something with his life that would
make him happy, but is not pursuing that interest because of the want to please his parents. The
final theory that applies to John is Baxter Magoldas Theory of Self-Authorship. John is
currently in Phase Two, the Crossroad phase, where they notice that the plans that they
previously had do not work any longer and they need to come up with new ones that better serve

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

Page 9 of 11

their needs and interest, and become dissatisfied by the way people define them and decide to be
defined in their own way that they see fit (Evans et al., 2010). John does not want to be seen by
people as a future businessman, but as a musician. He does not like the identity that his parents
have given him, so instead he is in the process of creating one that he feels better represents
himself.
There are several things that I would do to try to help John. The first thing I would do is
just listen to him. I would let him speak his peace without interruption so that he can get out the
feelings that he is having. After he was done, I would ask him open ended questions about what
he would like to do with his life and what would make him happy so I can know what resources
to direct him to. After I do that, I would recommend that he seek some counseling from the
campus Counseling Center. I think this will be a prudent move because he has some issues that
he needs to work through as far as having a support system and trying to find his own identity. I
feel it will also be useful in trying to figure out why he does not want to commit to a more
serious relationship with his significant other. Another thing I would recommend is visiting the
Career Center. There are two reasons why I recommend this. First, I feel that he would benefit
from having some career counseling, so that he can sort out what he wants to do when he
graduates and career placement testing to make sure that he is pursuing the correct paths. In
addition, he would benefit from the assistance from the office in helping him gather information
about careers in music if he wants to go back to his parents and show evidence that he will have
options when he graduates. I would also have him seek out and join an organization that deals
with music. This will not only give him a connection with others on campus that shares the same
interest, it is a good tool to help John stay on campus and not drop out and may be help him stay
on campus during some weekends. Finally, I would suggest that he seeks out a peer in both

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

Page 10 of 11

music and business, preferably one that is older, so that he can be with someone that will know
the classes that he is in and have someone else that he can share things with that are closer to his
age, and more likely to be having some of the same experiences that he has. This would also be a
good measure to help retain John at the university because he would feel that he has a connection
with someone there.
I would assist John by first walking him through Schlossbergs Transition model, which
contains the 4 Ss, situation, self, support, and strategies and assesses how much support a person
has and how well a person will handle the transition (Evans et al., 2010). I chose this model
because John is experiencing a transition of moving from business, which is what his parents
want to do, to music, which he wants to do. After going through this model, I will have a better
idea where he is in his transition and can assist him better. In addition, I would try to locate a
mentor for John. It would be someone that is closer to his age so that it will be someone that he
would be able to connect. My rationale is that this person will try to help him get through some
of the stages that he is in currently. As an example, John is entering the multiplicity phase and
ideally the mentor would be in the relativism phase. As a peer, the mentor would be more likely
to challenge his thinking enough to pull him into the relativism page. He will not just accept
what people are saying anymore, he would want to back up what they are saying with facts. I
would help John set up a list of goals after his visit to the Career Center so that he would have a
clear plan on what he wants to do going forward once his decision is made. I would follow up
with him once a month to see how he is doing with his goals and help him to revise or create new
goals if needed.

COLLEGE STUDENT DEVELOPMENT THEORY FINAL

Page 11 of 11

References

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student
Development in College. San Francisco: Jossey-Bass.
National Association of Student Personnel Administrators & American College Personnel
Association. (2004). Learning Reconsidered: A Campus-Wide Focus on the Student
Experience.