Running head: CASE ANALYSIS ASSIGNMENT

Case Analysis Assignment

Rebecca DeRose
Loyola University Chicago

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I appreciate the social acceptability of theory geeks in the higher education world. As
an undergraduate student I enjoyed connecting paralleling communications theory to real-life
situations. Unfortunately, outside the class environment it was frowned upon. The primary
theories synthesized in this study are the psychosocial theories of Chickering and Reisser (1993)
and Marcia (2002) and the cognitive theories of Perry (1968) and Baxter Magolda (1992). The
theories will be explicated and applied to my own reactions and to the students Alex and
Maysoon. Theories will finally be applied to the case study context of the student affairs field.
Cognitive And Psychosocial Theories
Psychosocial development is how a person views themselves in relation to other people
and their environment based on the occurrences of a crisis or developmental task. Chickering and
Reisser (1993) and Marcia (2002) are two primary psychosocial development theorists.
Chickering and Reissers (1993) contribution is exploring seven identity development vectors.
These vectors demonstrate the primary realms of development and growth for college students
(as cited in Evans, Forney, Guido, Patton, & Renn, 2010). Since students in the case react
differently to the crisis stimulus Jasons tattoo we can infer the specific developmental task.
Some of Chickering and Reissers (1993) developmental vectors presented in the study include
managing autonomy, moving from autonomy to interdependence, developing mature
interpersonal relationships, establishing identity, and developing integrity (as cited in Evans,
Forney, Guido, Patton, & Renn, 2010). As dissonance is created within each vector, the student is
put in a position to renegotiate their position within that domain.
Marcia (1966) extends Eriksons identity development theory by crafting statuses for ego
identity development. The statuses differ from Eriksons theory by explaining how individuals
resolve identity crises (as cited in Evans et al., 2010). The student statuses occur and transition

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based on how young adults experiences and resolves a crisis (Evans et al., 2010, p. 52). In a
later study Marcia (2002) researches developmental links between identity statuses and adult
psychosocial stages. This provides context to the case study because the age and life experience
of myself the students represents how individuals negotiate identity crises.
Cognitive development is how a person makes meaning of themselves, others, and the
environment around them. It also includes a persons moral and ethical development. Perry
(1968) and Baxter Magolda (1992) are two principal theorists in cognitive development theory.
Perrys (1968) intellectual and ethical development theory noted three forms of development
dualism, multiplicity, and relativism (as cited in Evans, Forney, Guido, Patton, & Renn, 2010).
Each form of development shapes how a person makes meaning through the evolving ways of
seeing the world, knowledge, and education, values, and oneself (Perry, 1981, p. 78).
Baxter Magoldas (1992) model of epistemological reflection examines how gender
influences cognitive development. For example, each of the reflection stagesabsolute
knowledge, transitional knowledge, independence, and contextual knowledge varies based on a
persons gender (as cited in Evans, Forney, Guido, Patton, & Renn, 2010). King (2009) discusses
some of in an article on cognitive and moral developmental change. Baxter Magoldas (1992)
also found gender-related patterns of individuals who exhibit absolute and transitional knowing
but no gender-related differences for individuals with independent knowing (King, 2009, p. 606607). Certain developmental task domains in the study demonstrate Baxter Magoldas (1992)
findings related to gender-related disparities in cognitive development.
A connection surfaced in the study between how students addresses developmental tasks
and how meaning is made while navigating the task. For example a dualistically thinking student
will navigate a developmental task challenging mature interpersonal relationships differently

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than a multiplicitly thinking student. This is because the response to an identity task or crisis
derives from how meaning is made. In tangent, as complexity of thinking evolves, such as
questioning knowledge from an authority figure, or seeking knowledge from peers or themselves
a student may become more self-directed and look to others in problem-solving situations.
This is one reason why the four theoristsChickering (1969), Marcia (1966), Perry (1968) and
Baxter Magolda (1992), were selected for this case study analysis. Overlapping the theories
create a fuller understanding for student analysis in the study.
Self-Analysis: Personal Lens Of Interpretation And Biases
Before beginning the analysis, it is also important to note my interpretation biases of the
case. One reason is how this assignment creates a developmental task for my intellectual
competence. Currently I am experiencing lower self-efficacy in the domains of higher education
field and student development theory. Typically my default in low intellectual competency is
reverting to concrete knowledge or, knowledge from an authority.
The natural inclination is to deflect by retreating (Perry, 1981). In this scenario retreat is
in the form of fitting students in a specific status or theory vector. This phase also fits Baxter
Magoldas (1992) transitional knowledge stage since I am making meaning from some
authorities and from myself. Also since I am aware of this deflection into dualistic thinking my
intellectual competence task is situated in a moratorium stage (Marcia, 2002). Through analysis
and application of the theories my goal is to move toward multiplicity (or relativism).
An easier developmental task the study poses is Chickerings (1969) vector of managing
emotions and establishing identity. My personality inclination in this situation is to sympathize
and in a multiplicit manner approach the students perspectives and concerns. I also recognize
my limited capacity for sympathy because I do not know these students personally nor, do I share

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their same cultural background or experiences. For example, if I had a Jewish heritage I could be
more inclined to draw the same interpretations as Alex. In this way my race as white, religion as
Christian, gender as female and cultural heritage as western-American contributes to how I read
and interpret the case.
Case Synthesis Of Theories
Alex and Maysoon will be the two students analyzed in relation to the
psychosocial theories of Chickering and Reisser (1993) and Marcia (2002).
Both students face the same developmental task of how to respond,
interpret, and approach Jason and his offensive tattoo. I will compare and
contrast their identity development based on how they make meaning of the
situation.
Alex: Psychosocial and Cognitive Development Theory Analysis
The developmental task Alex is confronted with is Jasons swastika
tattoo. This task or crisis reveals several of Chickering and Reisser (1993)
vectors of identity development. These include his ego identity status, and
the dualistic form of cognitive development. For example, the tattoo creates a
situation that pressures him to address his ethnic identity, how to manage emotions and, how to
respond in interpersonal relationships.
The tattoo stimulus also causes a developmental task in his ability to manage his
emotions and maintain mature interpersonal relationships. The verbal accusations of his peers
and nonverbal signs of agitation and distress demonstrate a crisis in both of these areas. At one
point Maysoon is able to calm Alex down the first time by validating his concerns. Though there
is still a crisis present, the fluctuation of Alexs mood in response to Maysoon suggests his

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identity development in these areas may be in a moratorium status. In the moratorium stage
development can more easily occur because there is less of a commitment or resolve to values
that form their identity (Maria 1980; as cited in Evans, Forney, Guido, Patton, & Renn, 2010).
Alexs ethnic identity is also clearly challenged by the tattoo symbol through
uncharacteristic verbal and nonverbal actions. These actions include elevating his voice, pacing,
and direct accusations of people. In one particular outburst he scolded Shannon for supporting
that Nazi. This is poor management of emotions because it creates an unsafe communication
environment. This pattern continued when he directed another comment at the Assistant Director
of Diversity Initiatives saying, if I really cared about diversity issues I would do something about
Jason.
These reactions also show identity diffusion and cognitive deflection (Marcia, 2002;
Perry 1981). In identity diffusion it is easy to be isolated and view othersin terms of cultural
clichs (Maria, 2002, p. 12). Since Alex interpreted others actions as against him his storming
out of the office suggests defensive behavior. Also the immediate assumption Jason is a racist
and the tattoo is a swastika demonstrates a rigid interpretation of its significance in retreat as a
form of cognitive development deflection.
Retreat is a deflection for dualistically thinking individuals. Dualistic cognitive
development is when an individual approaches knowledge as provided from authority, rigid, and
in terms of black and white (Perry, 1981; as cited in Evans, Forney, Guido, Patton, & Renn,
2010, p. 86). Perry (1981) defines the dualistic deflection of retreat as reverting back to
absolutism authorities abandoned and a resolve to moralistic righteousness (p. 91). Since
Alex called for his parents input on the situation, it is evident he is not able to make meaning

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apart from his parents. Alex also looks to the Assistant Director of Diversity Initiatives to solve
the problem for him claimingIf you really care youll fix this.
Alexs abrasive responses demonstrate a mentality of absolute knowing. Again, this is
demonstrated when he snapped at Shannon and made the comment toward the A.D. of Diversity
Initiatives to fix this. Baxter Magolda (1992) found men who were absolute knowers relied
on interactions with others to test and demonstrate their understanding, value autonomy, and
through their emphasis on achievement, may be seen as competitive (as cited in King, 2009, p.
606).
Application of theories: response to Alex. One goal in working with
Alex is to help him constructively cope with the identity crises. Validating his emotions is one
place to start. Before seeing the email from Jason I was also upset about the situation. Though
Maysoon seemed to help mitigate the outburst responses, meeting with Alex one-on-one may
help him better processing the situation.
Verbally processing with Alex may move him from dualistic to multiplicit meaning
making. For instance questions and thinking out loud can help him explore Jasons tattoo from
Shannons perspective and not assume he is a racist. Exploring what equity for students on
campus is another way to help Alex make meaning differently and constructively undertake
identity development tasks. Does removing Jason help or is there another way to resolve the
concern? Other questions to probe the conversation revolve around his previous experience on
campusparticularly pertaining to his leadership as the President of Interfaith Council. If we can
retrospectively look at his development through positive and negative diversity experiences, it
may help him soften on commitments made in the foreclosure status. This shift to a moratorium
phase can begin to help him entertain a multiplicit way of approaching the situation. As

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demonstrated with Maysoon, this multiplicit cognitive development will help him navigate other
identity developmental tasks in a constructive manner.
Maysoon: Psychosocial and Cognitive Development Theory Analysis
Maysoon, though still affected by the disturbance of the tattoo seemed to better address
the developmental tasks by exhibiting mature interpersonal relationships. Several times in the
case she becomes concerned or worried about other students. These emotions seem appropriate
given the situation. Maysoon appears in control of her emotions and engages in conversations to
help deescalate the crisis. Her speaking with the A.D. of Diversity Initiatives and plan to gather
upset student athletes exemplifies being able to have mature interpersonal relationships.
Focusing on the action of Maysoons peers actions demonstrate humanizing values.
Chickering and Reisser (1993) explain how this development of integrity occurs when an
individual us[es] principled thinking in balancing ones own self-interest with the interests of
others (p. 51). In the meeting she expresses specific concern for the risks posed to the
community, the reputation of the athlete community, and fellow senior students looking to
graduate. The concern for others
Maysoon appears to have minimal internal or personal crisis in this situation. She does
not seem to fit Marcias (1980) identity statuses like Alex because she is not questioning herself
in the situation but asking questions about how to respond to peers. The interpersonal nature of
this interaction is another area of growth and development. Josselsons (1978, 1991) indicates
women in the identity achievement status value relationships and seek to maintain balance (as
cited in Evans, Forney, Guido, Patton, & Renn, 2010, p. 56). This is one reason I believe her age
and gender contribute to how she is responding to the situation.

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Maysoon is one example of how meaning making form assists in ability to solve
developmental tasks. Cognitively Maysoon demonstrates multiplicity in engaging the peer-topeer tension Since she is able to hold more than one view and does not feel the need to rely on an
authority for a decision, she can better cope with interpersonal developmental tasks.
In contrast to Alex who deflects in peer-to-peer tension, her cognitive ability to navigate
crisis allows her to value perspectives from a variety of knowers (Perry 1968, 1981; as cited in
Evans, Forney, Guido, Patton, & Renn, 2010, p. 86). Instead of deflecting Maysoon desires to
convene with her peers and talk about the issue. Baxter Magolda (1992) defines this as
transitional knowing (as cited in King, 2009, p. 606). It was discovered transitional knowers
(typically females) value the collection of ideas through peers-to-peer (Baxter Magolda 1992,
p.48, as cited in King, 2009, p. 606). Maysoons consultation with the A.D. of Diversity Initiative
also represents multiplicit prelegitimate. This type of multiplicit thinking Perry (1981) defines as
reliance on authority for mediation instead of decision-making (p. 81). In both cases these are
much healthier forms for addressing developmental tasks.
Application of theories: response to Maysoon. One goal in
working with Maysoon is to affirm her constructive resolution to meet with
the Student Athlete Association. Maysoon also responsibly managed tensions
between Alex and Shannon. Earlier in the meeting when Alex first showed
signs of being upset she validated his feelings by expressing empathy. In the
second conflict situation, Maysoon jumped in when Alex snapped at Shannon
and did not look to the authority to bring them back to the conversation. This
support will help her have a stronger resolve in the identity development of
mature interpersonal relationships.

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Application of theories: response to Jason, Shannon, and the

rest of campus. To further resolve the issue I my plan is to also meet with
Shannon and Jason individually before deciding if something needs to be
addressed campus-wide. First in meeting with Shannon I would encourage
her concerns about the gym being a Safe Zone. Then I would help her
organization, Gender and Sexuality Alliance, schedule a meeting with the
Campus Recreation staff to voice their concerns. In this way we can
collectively discuss who feels threatened, why, and how to re-establish the
space as safe.
In my meeting with Jason, I would thank him for the thoughtful e-mail
and article. My goal in this meeting is to ensure he feels welcomed on
campus but also help him understand how his tattoo makes people feel
unsafe. Although I am glad he is aware of the conflict and made an effort to
mitigate the situation, it is necessary to address how the context of our
university in the United States, makes it difficult for people not to recognize
the symbol as a swastika. Secondly, I would dialogue with him about we can
move forward. Lastly, I think collaborate coming up with a solution to share
his information in another form besides the newsletter would be more
beneficial.
Theory Application and Critiques
The students in the case represent how a community responds to social justice issues.
Rural University (RU) as a large, predominantly white institution approaches issues of diversity
differently than other with a diverse campus. The campus demographic information provides

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specific environmental and structural components to application the psychosocial and cognitive
development theories. Pope (2000), an identity development theorist and researcher, suggests
that additional support is needed for college students of color in resolving the psychosocial
developmental task of identity (p. 309). My suggestion is to integrate support within the structure
of the institution rather than launching a new program or Task Force. One example of structural
integration is training student affairs staff on how to create equitable and safe spaces for students.
This way a staff member is equipped to challenge those who threaten a safe environment or they
can provide a safe space for students of color to verbally process experiences on campus that
posed a crisis or identity developmental task.
Helping students constructively resolve and address crises or developmental tasks is one
critique to the early psychosocial and cognitive theorists. For example, dualistic meaning makers
could resolve an identity task poorly and reinforce an incorrect perspective without proper
support. For example, resolve a stereotype or micro-aggressive behavior. Kodama et al. (2001)
alludes to this when criticizing identity theory development (Chickering1969l Chickering &
Reisser, 1993) for not tak[ing] into full account the nature and effects of an oppressive society
(Kodmama, McEwen, Liang, & Lee, 2001).
Intentionally structuring support for psychosocial and cognitive identity development
could also be facilitated through curricular learning environments. Establishing learning
outcomes that focus on cognitive development can help students resolve identity development
tasks and knowledge crisis in this way creates a more constructive growth process. As mentioned
earlier, Maysoon evidenced this as her multiplicit thinking helped her to better navigate identity
development tasks. This is also why the curricular setting helps students develop a more complex
ways of meaning making. Baxter Magolda et al. (2012) found this change take place with first

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year students in the academic classroom setting. In this learning environment students can look
critically at their own identities and previous knowledge through reflection.
Concluding Thoughts
Today there are a variety of factors that influence students psychosocial and cognitive
development. As the Assistant Director of Diversity Initiatives my overarching goals in this
situation is to create a safe, equitable space for students and keep students developmentally in
process. Since developmental tasks and meaning-making abilities differ for Alex, Maysoon,
Shannon, and Jason, a different approach for each was needed. Familiarity with how individuals
enter identity developmental tasks, identity crisis, and making meaning will help student affairs
practitioners navigate the changing learner demographic.

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References

Chickering, A. W., & Reisser, L. (1993). Education and Identity. San Francisco: Jossey-Bass.
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student
Development in College; theory, research, and practice (2nd Edition ed.). San
Francisco: Jossey-Bass.
King, P. M. (2009). Principles of Development and Developmental Change Underlying
Theories of Cognitive and Moral Development. Journal of College Student
Development , 50 (6), 597-620. doi: 10.1353/csd.0.0104
Kodmama, C. M., McEwen, M. K., Liang, C. T., & Lee, S. (2001). A Theoretical Examination
of Psychosocial Issues for Asian Pacific American Students. NASPA Journal , 38 (4),
411- 437.
Marcia, J. E. (2002). Identity and Psychosocial Development in Adulthood. IDENTITY: An
international journal of theory and research , 2 (1), 7-28.
Perry, W. G. (1981). Cognitive and Ethical growth: The making of Meaning. In &. A. A. W.
Chickering, The Modern American College (pp. 76-116). San Francisco: Jossey-Bass.
Pope, R. L. (2000). The relationships between psychosocial development and racial identity
of college students of color. Jornal of College Student Development , 41 (3), 302-312.