tag:blogger.com,1999:blog-82598725034186593032024-02-06T18:21:46.420-08:00Exploring College Student Development TheoryThis blog is a learning experience for graduate students enrolled in College Student Development Theory at the University of Utah for Fall 2010. Each student will share their insight into foundational and contemporary theories as well as how these theories are applied in higher education. The goal of this site is to increase understanding and generate dialogue.Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.comBlogger24125tag:blogger.com,1999:blog-8259872503418659303.post-23677850926967700502010-11-27T12:20:00.000-08:002010-11-27T12:20:49.261-08:00Cross and Fhagen-Smith's Model of Black Identity Development Summarized by Margaret (Meg) Larimer<div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Theory In My Own Words</span></span></u></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt; text-indent: 0.5in;"><span style="font-family: Calibri;"><span style="font-size: 12pt; line-height: 115%;">Cross and Fhagen-Smith explain black identity development as “psychological nigrescence” or “the process of becoming black”.<span style="mso-spacerun: yes;"> </span>They state three central concepts that help define black identity:<span style="mso-spacerun: yes;"> </span>Personal Identity (PI), Reference Group Orientation </span><span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">(RGO) and Race Salience (salience meaning a state of being).<span style="mso-spacerun: yes;"> </span>Cross and Fhagen-Smith recognized </span><span style="font-size: 12pt; line-height: 115%;">three patterns:<span style="mso-spacerun: yes;"> </span>Nigrescence Pattern A, where individuals develop their black identity as a result of “formative socialization experiences” usually instilled by parents, family members and their community;<span style="mso-spacerun: yes;"> </span>Nigrescence Pattern B develops when an individual has not been able to form a healthy black identity (mentioned in Pattern A) and now must undergo conversion, usually during adulthood; and finally Nigrescence Pattern C which continues black identity development throughout adulthood.<span style="mso-spacerun: yes;"> </span>Three identity types will emerge: low race salience, high race salience or internalized racism. </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt; text-indent: 0.5in;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>There are five stages: 1) Pre-Encounter, 2) Encounter, 3) Immersion-Emersion, 4) Internalization and 5) Internalization-Commitment.<span style="mso-spacerun: yes;"> </span>An individual reaches <u>Achieved Identity Status </u>when their identity is based on one’s own personal self-concepts and beliefs and not on the beliefs of others.<span style="mso-spacerun: yes;"> </span>It is at stage 5 (internalization-commitment) where the individual reaches a point where they can join others in their own community and try to solve struggles within that community as well as protect black history.<span style="mso-spacerun: yes;"> </span>Black identity development can continue throughout adulthood.</span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt; text-align: justify;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Uses of Cross and Fhagen-Smith’s Theory in Higher Education</span></span></u></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt; text-indent: 0.5in;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Kijana Crawford and Danielle Smith (2005) performed a study in which they researched the availability in Higher Education of mentors as role models to African American women. Cross and Fhagen-Smith state black identity develops as a result of positive socialization experiences within one’s family and community. Therefore, positive role models are essential for optimal growth.<span style="mso-spacerun: yes;"> </span>However, according to Crawford and Smith, role models for African American women are severely lacking in higher education.<span style="mso-spacerun: yes;"> </span>Per the study, women in Higher Education who have role models or mentors have increased opportunities to acquire knowledge, collaborate with other professionals, improve job performance and career satisfaction.<span style="mso-spacerun: yes;"> </span>This study found that African American women in higher education do not have these role models or mentoring experiences.<span style="mso-spacerun: yes;"> </span>It is Crawford and Smith’s belief that the women in the study were not given adequate opportunity to develop or capitalize on their talents.<span style="mso-spacerun: yes;"> </span>While these women were well educated, they were not nurtured.<span style="mso-spacerun: yes;"> </span>All of the respondents in the study believed they would have had more positive job satisfaction had they had role models and mentors to guide them.<b style="mso-bidi-font-weight: normal;"><u></u></b></span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Example Study:</span></span></u></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Robinson, J., & Biran, M. (2006).<span style="mso-spacerun: yes;"> </span>Discovering self: relationships between African identity and </span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">academic achievement.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Journal of Black Studies, </i>37 (1), 46-68.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">The authors at Miami University used a study of college students and determined a significant correlation between African American identity, specifically their sense of collective identity, and positive academic achievement.<span style="mso-spacerun: yes;"> </span>They hypothesized that given the opportunity to develop African American self-consciousness; these students would then have the necessary foundation to achieve academic excellence.<span style="mso-spacerun: yes;"> </span>Their study confirmed that women appeared to exert more effort towards academics and were more connected to their communities than African American men.<span style="mso-spacerun: yes;"> </span>If students, researchers and scholars were to pair this study to Cross and Fhagen-Smith’s model of black identity development, a foundation could be laid for the justification of making black identity development an important aspect of the college experience.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">REFERENCES</span></span></b></div><div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-align: center;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Crawford, K., & Smith, D. (2005).<span style="mso-spacerun: yes;"> </span>The we and the us: mentoring African American Women.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Journal of Black Studies, </i>36 (1), 52-67.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Cross, W. E., & Fhagen-Smith, P. (2001). In C. L. Wijeyesinghe, B. W. Jackson III. (Eds.), <i style="mso-bidi-font-style: normal;">New</i></span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in;"><span style="font-family: Calibri;"><i style="mso-bidi-font-style: normal;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Perspectives on Racial Identity Development</span></i><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> (1<sup>st</sup> ed.; pp. 243-268).<span style="mso-spacerun: yes;"> </span>New York, NY: New York University Press.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Evans, N.J., Forney, D. S., Guido, F. M., Patten, L. D., & Renn, K.A. (2001).<span style="mso-spacerun: yes;"> </span><i>Student </i></span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in;"><span style="font-family: Calibri;"><i><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">development in college theory, research, and practice.<span style="mso-spacerun: yes;"> </span></span></i><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">San Francisco, CA: Jossey-Bass.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">Robinson, J., & Biran, M. (2006).<span style="mso-spacerun: yes;"> </span>Discovering self: relationships between African identity and </span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: Calibri;">academic achievement.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Journal of Black Studies, </i>37 (1), 46-68.</span></span></div><div class="MsoNormal" style="line-height: 200%; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt;"><br />
</div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com56tag:blogger.com,1999:blog-8259872503418659303.post-68770125993293858322010-11-20T15:20:00.000-08:002010-11-20T15:20:59.190-08:00College Student Development Theory On The Job - Krystin Deschamps<div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><span style="font-family: Calibri;"><em>Krystin Deschamps, Matriculation Advisor, Office of Retention and Student Success, Utah State University, visited the ELP 6620 - College Student Development Theory class in November. She shared with us her prespective on using these theories within her practice at USU. </em></span></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq9upAN1mnbdUpma3k0b5KQ2lyEzRu8vpI6gyadYacSEGFK89ddp-1sLpdlfIGlIY_2nQeRCvW6tUWpjfMOgO9fCNvxSFqtrCoiztUjGd86M9LPxfbnlmIYzIdPh5JHh1ZQhPmHE4jVE4/s1600/retention.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq9upAN1mnbdUpma3k0b5KQ2lyEzRu8vpI6gyadYacSEGFK89ddp-1sLpdlfIGlIY_2nQeRCvW6tUWpjfMOgO9fCNvxSFqtrCoiztUjGd86M9LPxfbnlmIYzIdPh5JHh1ZQhPmHE4jVE4/s200/retention.jpg" style="cursor: move;" unselectable="on" width="138" /></a><span style="font-family: Calibri;"><em></em></span> </div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><span style="font-family: Calibri;"><em>After her presentation, Krystin offered her comments for the blog. Enjoy and we thank her for her time!</em></span></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><br />
</div><span style="font-family: Calibri;"><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;">Krystin’s Three Main Job Responsibilities:</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";"> </span></span></span>Advise students who are departing USU, perhaps for a Leave of Absence, perhaps to transfer</div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";"> </span></span></span>Academically suspend (not as much fun as it might sound), as well as readmit students who left USU in less-than-good academic standing </div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";"> </span></span></span>Advise students who have been referred to me for “early alert,” meaning that a professor believes the student to be struggling academically, especially early in the semester</div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><u>Advise students who are departing USU, perhaps for a Leave of Absence, perhaps to transfer</u></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoListParagraphCxSpFirst" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="mso-spacerun: yes;"> </span>Common reasons for departure<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Religious/Humanitarian Service<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Financial/Employment<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Family responsibilities<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Medical<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Transferring<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpLast" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Not ready for school<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">Using the following theories: </b></div><div class="MsoListParagraphCxSpFirst" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span>Chickering’s Identity Theory<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Sometimes, students question who they are—sexual orientation, changes in religious beliefs, disagreeing with parents about what the ‘right’ major is.<span style="mso-spacerun: yes;"> </span>It helps for me to understand identity theory so that I can understand the student.<span style="mso-spacerun: yes;"> </span>I don’t say, “Aha, you are in the third vector;” students can move around.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Sometimes my peer advisor is the best person to talk a student off his or her ledge, other times not.<span style="mso-spacerun: yes;"> </span>Is my peer secure in his identity?<b style="mso-bidi-font-weight: normal;"></b></div><div class="separator" style="clear: both; text-align: center;"></div><div class="MsoListParagraphCxSpMiddle" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span>Racial and ethnic identity models<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpLast" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Helm’s White Identity—it’s good to understand my whiteness as I work with students of color.<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt; text-align: left;"><u>Academically suspend as well as readmit students who left USU in less-than-good academic standing</u></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt; text-align: left;"><strong>Using the following theories:</strong></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"></b><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span>King and Kitchener’s Reflective Judgment Model<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Often times, students are in an early stage, either pre-reflective or quasi-reflective.<span style="mso-spacerun: yes;"> </span>They react emotionally and reflexively to what they perceive to be negative stimuli.<span style="mso-spacerun: yes;"> </span>I use this theory to understand where a student is emotionally, and to help them become reflective about their academic experience. <b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto;"><br />
</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span>Margaret Schlossberg</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Transition Theory: Situation, Self, Support, Strategies<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l1 level3 lfo2; text-indent: -0.25in;"><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">§<span style="font: 7pt "Times New Roman";"> </span></span></span>I find that I use this often with students who are adult learners.<span style="mso-spacerun: yes;"> </span>It represents a significant transition for many who return (or begin) college after a long absence.<span style="mso-spacerun: yes;"> </span>I like to encourage confidence in the students by building off what they bring with them: experiential knowledge.<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Marginality and mattering<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1.5in; mso-add-space: auto; mso-list: l1 level3 lfo2; text-indent: -0.25in;"><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">§<span style="font: 7pt "Times New Roman";"> </span></span></span>A theory I use the most often.<span style="mso-spacerun: yes;"> </span>Many of my students have been marginalized, and as such, they may struggle in confidence, and may feel as though they do not belong in college.<span style="mso-spacerun: yes;"> </span>I strive to make them feel as though they matter, because they emphatically do.<span style="mso-spacerun: yes;"> </span>I work to connect my students to college in meaningful ways, and with luck, this helps to retain our students.<b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span>Baxter Magolda’s and Self Authorship</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>Give students confidence.<span style="mso-spacerun: yes;"> </span>How we know things, become masters of knowledge.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"></b></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto;"><br />
</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span>Gilligan—Different doesn’t mean deficient.<span style="mso-spacerun: yes;"> </span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>I use this theory with students who may be marginalized.<span style="mso-spacerun: yes;"> </span>I also use this theory when students with students who do not appreciate diversity.<span style="mso-spacerun: yes;"> </span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span>MBTI by Isabel Briggs Myers and Katherine C. Briggs</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><span style="font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7pt "Times New Roman";"> </span></span></span>I use this theory a lot.<span style="mso-spacerun: yes;"> </span>While I have not been trained formally, I have studied MBTI enough to understand the different types, and it helps me to relate to students better.<span style="mso-spacerun: yes;"> </span>So, for example, if I perceive that a student is an introvert, I might not encourage her to go to group tutoring.<span style="mso-spacerun: yes;"> </span>Instead, I might find individual tutoring.<span style="mso-spacerun: yes;"> </span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -0.25in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyQWW7E6eOZsRJishFZNhKgp4qcJGintU_qkZ19oz-TCEj_128W_hi-McYhjtRP2-2HBqSZsuSrNcqCSirXKBu2Py0lKwKiL-ZBbjFTaHu6ELGFQbkD_mIOZfKatjJjezhFQGuwYfScxA/s1600/HI+GraduationandBeyond.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="275" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyQWW7E6eOZsRJishFZNhKgp4qcJGintU_qkZ19oz-TCEj_128W_hi-McYhjtRP2-2HBqSZsuSrNcqCSirXKBu2Py0lKwKiL-ZBbjFTaHu6ELGFQbkD_mIOZfKatjJjezhFQGuwYfScxA/s320/HI+GraduationandBeyond.jpg" width="320" /></a></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div></span><em> Note: Krystin is a graduate from the Educational Leadership & Policy Program at the University of Utah.</em>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com15tag:blogger.com,1999:blog-8259872503418659303.post-22017338868920151222010-11-20T13:59:00.000-08:002010-11-20T13:59:32.543-08:00Fassingers’s Model of Gay and Lesbian Identity Development Summarized by Carol Macnichol<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgO_25b9Bu0Rqqpkwuuj91WnigXtUAjz_RIbbNaDSXeLT_lFUpunn81q4NpshHLN5TKuznIQIJ0X1_HvSCtHT4PAoJENP6Sr6UE3l8KSVs83wQZlNxD8aLgvDKPtZiR0sLg2tfTzGLKBbQ/s1600/LGBtq+symbol.png" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="201" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgO_25b9Bu0Rqqpkwuuj91WnigXtUAjz_RIbbNaDSXeLT_lFUpunn81q4NpshHLN5TKuznIQIJ0X1_HvSCtHT4PAoJENP6Sr6UE3l8KSVs83wQZlNxD8aLgvDKPtZiR0sLg2tfTzGLKBbQ/s320/LGBtq+symbol.png" width="320" /></a></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><u>Overview of theory</u></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Fassingers’s model of gay and lesbian identity development identifies two different processes that explain the development and attitudes of gay and lesbian (GL) individuals. The two processes are individual sexual identity development and group membership identity development. Both of these development processes each has four phases: awareness, exploration, deepening/commitment and internalization/synthesis. GL students can be at different phases of their development in both individual sexual identity and group membership identity (Evans et. al., 2010). <span class="msoIns"><ins cite="mailto:JSARP%20Reviewer" datetime="2010-11-20T14:44"></ins></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span class="msoIns"><ins cite="mailto:JSARP%20Reviewer" datetime="2010-11-20T14:44"><span style="color: teal;"></span></ins></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">In the first phase, students become aware of the different types of sexual feelings and desires. This may lead to confusion and fear. As part of group membership identity, they discover that there are other people who are experiencing the same kind of sexual orientation. In the second phase, students start to explore their feelings of attraction towards an individual or individuals of the same sex. In this phase of group membership identity, students explore their relationships to the GL community. The third phase of deepening/commitment is where students have a stronger knowledge of self and commit to the identity of gay or lesbian. In group identity development, students develop a greater understanding of the values and oppression of the GL community and commit to be involved in such a community. In the last phase, students incorporate their sexual orientation into their overall self identity and accept themselves as part of the GL group. Identifying themselves as part of the GL community gives them feelings of security and acceptance.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span class="msoDel"><del cite="mailto:JSARP%20Reviewer" datetime="2010-11-20T14:45"><span style="color: red;"></span></del></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><u>Use in Higher Education</u></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">As discussed by Walters, Simoni and Valentine, it’s crucial for parents to be supportive with a son or daughter’s decision with anything they are going through. There must be a safe environment on campuses for “coming out” lesbian and gay students and for them to be social. Student affairs professional need to have a welcoming place in the academic advisor and career counselor’s offices, and partner’s comfort if have one for student’s wellbeing when they are dealing with change of their sexual identity. Not everyone does feel secure about their identity when they are “coming out” because there are many phases. Reduced homophobia, financial dependency, negative treatment on campus, fear of discrimination, inappropriate treatment by other students, tutors, and so forth must be prevented as much as possible.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><u>Annotated Bibliography</u></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">The authors, researchers at the <placetype w:st="on">University</placetype> of <placename w:st="on">California</placename>, <city w:st="on"><place w:st="on">Los Angeles</place></city>, use the results from the modified form of Racial Identity Attitude Scale (RIAS) to study the correlation between the four psychological stages of preencounter, encounter, immersion-emersion, and internalization and self esteem of lesbian and gay men. They find that lesbian and gay men at preencounter stage have low self-esteem. As these people enter the encounter and immersion-emersion stages, they continue to suffer from low self-esteem, though the results were not significant. The group shows a high level of self-esteem in the internalization phase.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><strong><u>References</u></strong></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><place w:st="on"><city w:st="on">Evans</city>, <state w:st="on">N.J.</state></place>, Forney, D.S., Guido, F.M., Patton, L.D. & Renn, K.A. (2010). <i>Student </i></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in;"><i>Development in college: Theory research and practice.</i> (2nd ed., pp. 313-315) <place w:st="on"><city w:st="on">San Francisco</city>, <state w:st="on">CA</state></place>: Jossey-Bass.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Walters, Katherine L. & Simoni, Jane M. (1993). <i>Lesbian and Gay Male Group Identity </i></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in;"><i>Attitudes and Self-Esteem: Implication for Counseling.</i> Journal of Counseling Psychology, 40(1), 94-99. Retrieved from <a href="http://www.unisa.edu.au/sleep/course_RIC/PDFfiles/Reading_extra3.pdf" target="_parent"><span style="color: blue;">http://www.unisa.edu.au/sleep/course_RIC/PDFfiles/Reading_extra3.pdf</span></a></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Valentine, Gil & Wood, Nicholas & Plummer,Paul. (2009). <i>The experience of lesbian, </i></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in;"><i>gay, bisexual and trans staff and students in higher education </i>(Research Report 2009). Retrieved from Equality Challenge Unit website: http://www.ecu.ac.uk/publications/files/Experiences-of-lgbt-staff-and-students-in-he.doc/view</div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com16tag:blogger.com,1999:blog-8259872503418659303.post-35238981725698454762010-11-20T13:37:00.000-08:002010-11-20T13:37:17.573-08:00Cass’ Model of Sexual Identity Formation Summarized by Amanda May<div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Calibri;">Summary of Theory</span></u></b></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZrCNb8IfB6jnGhWH8iBc_wn2lmPNMJKBGbW3Xv5vcSay06fC0lpkytcNVWz9W4Qq9rtiMajGahsVou9Mb92PLNQHJxoD5riGPkkHjSn76HcOSwiikWRdTei1sXIuXyx2fNup0x8gKvEY/s1600/cass+photo.bmp" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZrCNb8IfB6jnGhWH8iBc_wn2lmPNMJKBGbW3Xv5vcSay06fC0lpkytcNVWz9W4Qq9rtiMajGahsVou9Mb92PLNQHJxoD5riGPkkHjSn76HcOSwiikWRdTei1sXIuXyx2fNup0x8gKvEY/s1600/cass+photo.bmp" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Cass (1979) introduced this theoretical model for sexual identity formation to help answer “how an individual acquires a homosexual identity” (p. 219). She later tested this model in 1984 and added a seventh stage called the pre-stage, which is categorized by not associating yourself as being gay or lesbian. The original six stages are as follows: identity confusion, identity comparison, identity tolerance, identity acceptance, identity pride, and identity synthesis. Individuals begin this process of identity formation when they perceive a thought, feeling, or behavior may be perceived as gay or lesbian. This process can end at any point, when the individual chooses to no longer develop; known as identity foreclosure. However, if the person proceeds to sixth stage, identity synthesis, their public and private selves will become one. It is in this stage that individuals no longer feel this new sexual identity is the only thing that defines them but there are many different aspects that make them whole.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Cass believed that a person’s perception of his or her environment played a large role in how they would fall within these stages. Movement throughout the stages depends on how a behavior was perceived to affect the person, their definition of self, and how he or she views how others perceived it. Attempting to resolve the dissonance one is experiencing will be a motivating force to push the individual into the next stage. Individuals may experience stages differently than others, depending on their perception of the dissonance and the different pathway chosen. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Calibri;">Application in Higher Education</span></u></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">It is important to understand the different stages of this theory to help students that may be experiencing one of the stages. Since, alienation and distress are common during some of these stages of identity formation, it is important as student affairs professionals to make sure there are resources for students. Promoting gay or lesbian clubs or social events is essential to help alleviate some of the feelings of alienation. Also, it is important to make sure we are listening to students and refer them to appropriate resources when necessary. More research is needed on how this theory relates to students in higher education.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Calibri;">Annotated Bibliography</span></u></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt 22.5pt; text-indent: -22.5pt;"><span style="font-family: Calibri;">Halpin, S. A., & Allen, M. W. (2004). Changes in psychosocial well-being during stages of gay identity development. <i style="mso-bidi-font-style: normal;">Journal of Homosexuality, 47</i>(2), 109-126.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">The authors of this article wanted to examine if there was a relationship between Cass’ Model of Homosexual Identity Formation (1979) and a person’s psychosocial well-being. The participants of this study were 425 men, ages 12-64, who indicated a sexual preference to other men. It was discovered that individuals in the middle stages of gay identity development had the lowest scores, whereas, individuals in the beginning and end stages showed the highest levels of satisfaction and happiness. The authors concluded the middle stages may be more turbulent than Cass had indicated. Further studies are needed to discover helpful strategies to assist individuals throughout these stages.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikR5dncfg9A3GovdyxMosntAb5-TctrW0Vjaa_waseI1xcjPwBM6f64U-hl0xHVtsJgdx72lNfE0pIqXxulT7UJnu1koFh3CvgP4QjZF628Qi1vIYOBi2GAu76I7vyllyg3eb359aO32o/s1600/Cass+Theory+Article+Diagram.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="329" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikR5dncfg9A3GovdyxMosntAb5-TctrW0Vjaa_waseI1xcjPwBM6f64U-hl0xHVtsJgdx72lNfE0pIqXxulT7UJnu1koFh3CvgP4QjZF628Qi1vIYOBi2GAu76I7vyllyg3eb359aO32o/s640/Cass+Theory+Article+Diagram.png" width="640" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Calibri;">References </span></u></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt 22.5pt; tab-stops: 22.5pt; text-indent: -0.25in;"><span style="font-family: Calibri;">Cass, V. C. (1979). Homosexual identity formation: A theoretical model. <i style="mso-bidi-font-style: normal;">Journal of Homosexuality, 4</i>(3), 219-235. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt 22.5pt; tab-stops: 22.5pt; text-indent: -0.25in;"><span style="font-family: Calibri;">Cass, V. C. (1984). Homosexual identity formation: Testing a theoretical model. <i style="mso-bidi-font-style: normal;">Journal of Homosexuality, 20</i>(2), 143-167. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt 22.5pt; tab-stops: 22.5pt; text-indent: -0.25in;"><span style="font-family: Calibri;">Cass, V. (1996). Sexual orientation identity formation: A western phenomenon. In Cabaj, R. P., & Stein, T. S. (Eds.), <i style="mso-bidi-font-style: normal;">Textbook of homosexuality and mental health</i> (pp. 227-251). Washington, DC: American Psychiatric Press, Inc.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt 22.5pt; tab-stops: 22.5pt; text-indent: -0.25in;"><span style="font-family: Calibri;">Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn., K. A. (2010). <i style="mso-bidi-font-style: normal;">Student development in college: Theory, research, and practice </i>(2nd ed.). San Francisco: Jossey-Bass </span></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com22tag:blogger.com,1999:blog-8259872503418659303.post-55336432313554402522010-11-20T13:12:00.000-08:002010-11-20T13:12:54.775-08:00Bem’s Gender Schema Theory Summarized by Margaret Hsiao<div align="center" class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt; text-align: center;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri;">“Indeed, no other dichotomy in human experience appears to have as many entities linked to it as does the distinction between female and male” (Bem, 1983).</span></i></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Overview of Theory</span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFTKpZACM_HHfBj1EpzTymiTUiGgvNuRr1s20Uq3ZUnGbH2OBC6-go_6-IqOcF3Jvy6QmpNVkrMB2fppLIHYzY7UYQZaVF6ZRTN0vW2vSriMsmTf9VqKVeLnnn0AE94kOPV5UcaZkTe7E/s1600/BEM+Photo.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFTKpZACM_HHfBj1EpzTymiTUiGgvNuRr1s20Uq3ZUnGbH2OBC6-go_6-IqOcF3Jvy6QmpNVkrMB2fppLIHYzY7UYQZaVF6ZRTN0vW2vSriMsmTf9VqKVeLnnn0AE94kOPV5UcaZkTe7E/s200/BEM+Photo.png" width="166" /></a></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
<shape id="_x0000_s1026" style="height: 90pt; left: 0px; margin-left: -3.75pt; margin-top: 7.15pt; position: absolute; text-align: left; width: 75pt; z-index: 251656704;" type="#_x0000_t75"><span style="font-family: Calibri;"><imagedata o:title="" src="file:///C:\Users\Sharon\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"></imagedata><wrap type="square"></wrap></span></shape><span style="font-family: Calibri;">Bem’s Gender Schema Theory consolidated contemporary theories of sex typing by identifying the values and inherent flaws of psychoanalytic, social learning, and cognitive developmental theories. Bem rejected Freudian beliefs of “anatomy is destiny” and instead proposed that an individual’s gender identification emerged from his or her cognitive development and societal influences. Bem’s publication, <i style="mso-bidi-font-style: normal;">The Lenses of Gender</i>, sought to “render those lenses [of stereotypical and socially accepted masculine and feminine traits]visible rather than invisible, to enable us to look at the culture's gender lenses rather than through them” (Bem, 1993, p. 2).</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 2in 0pt 0in;"><shape id="_x0000_s1027" style="height: 136.5pt; margin-left: 337.5pt; margin-top: 13.9pt; position: absolute; width: 138pt; z-index: 251657728;" type="#_x0000_t75"><span style="font-family: Calibri;"><imagedata o:title="" src="file:///C:\Users\Sharon\AppData\Local\Temp\msohtmlclip1\01\clip_image003.png"></imagedata><wrap type="square"></wrap></span></shape><span style="font-family: Calibri;">There are three defining features of gender schematics based on Bem’s research:</span></div><ol style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin-top: 0in;" type="1"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCqYVSHEP3aAtb63cplueB1yWbPxoA6zSrQhUx6KdYsM5gBZAEsyiQLfEmVtMuZ3uyS38taEFkztQeLS9QJLWGMOPydkvCIrI1D1eEGEymqhfl_LUjPOJlbe5v9vNTQuyQL84Ip-n4xDA/s1600/Bem+Two.png" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCqYVSHEP3aAtb63cplueB1yWbPxoA6zSrQhUx6KdYsM5gBZAEsyiQLfEmVtMuZ3uyS38taEFkztQeLS9QJLWGMOPydkvCIrI1D1eEGEymqhfl_LUjPOJlbe5v9vNTQuyQL84Ip-n4xDA/s1600/Bem+Two.png" /></a>
<li class="MsoNormal" style="line-height: normal; margin: 0in 2in 0pt 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Calibri;">Gender schemas develop through an individual’s observation of societal classifications of masculinity and femininity, which are evidenced in human anatomy, social roles, and characteristics.</span></li>
<li class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0in 2in 0pt 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Calibri;">Males and females cognitively process and categorize new information in their environment based on its maleness or femaleness.</span></li>
<li class="MsoNormal" style="line-height: normal; margin: 0in 2in 0pt 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Calibri;">Self-authorship is displayed by an individual’s categorization of and conformity to the sets of elements that belong to either definition of masculinity or femininity. <br />
(Evans, 2010, p. 336)</span></li>
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</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri;">Bem Sex Role Inventory (1972)</span></i></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: Calibri;">In response to her theory, Bem developed Bem’s Sex Role Inventory (BSRI), which was developed as a means of identifying gender schematic and gender aschematic individuals. Composed of 60 words (which are divided into 20 stereotypically masculine traits, 20 stereotypically feminine traits, or 20 neutral traits), the test asks participants how strongly they identify with a given characteristic. Participants would then be ranked based on the following results:</span></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; line-height: normal; margin: 0in 0in 0pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFzy_cCxCC-Q-IsGmG4w3mJmuiuwZ4IKe9ZlZZ8pNAaSdJjxavUjnvYyjMxHL91NZNvlMOXyRZJoi1sGxkSf3yujXk0vVuTgkVyTXXeMltwXlsrV1QfNp2YU17VeIUjjQxzcnlSyjMr80/s1600/BEM+Visual+Diagram.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; height: 205px; margin-bottom: 1em; margin-right: 1em; width: 303px;"><img border="0" height="209" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFzy_cCxCC-Q-IsGmG4w3mJmuiuwZ4IKe9ZlZZ8pNAaSdJjxavUjnvYyjMxHL91NZNvlMOXyRZJoi1sGxkSf3yujXk0vVuTgkVyTXXeMltwXlsrV1QfNp2YU17VeIUjjQxzcnlSyjMr80/s320/BEM+Visual+Diagram.png" width="320" /></a><shape id="_x0000_s1028" style="height: 155.25pt; margin-left: 4.5pt; margin-top: 11.45pt; position: absolute; width: 237pt; z-index: 251658752;" type="#_x0000_t75" wrapcoords="-68 0 -68 21496 21600 21496 21600 0 -68 0"><imagedata o:title="" src="file:///C:\Users\Sharon\AppData\Local\Temp\msohtmlclip1\01\clip_image005.png"><span style="font-family: Calibri;"></span></imagedata></shape><br />
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</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: Calibri;">Unlike other questionnaires, however, the BSRI does not dichotomize masculinity and femininity; a person does not have to be characterized as one or the other in inventory results. In other words, the BSRI ranks masculinity and femininity on a continuum; scores may include evidence of high levels of masculinity and femininity (androgenous) or low levels of both (undifferentiated). </span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Use in Higher Education</span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: Calibri;">Sandra Bem (1998) stated, “I live my life with little separation between the personal, the professional, and the political. My theory and my practice are thus inextricably intertwined” (p. ix). Likewise, advisors must automatically recognize differences between sex and gender without having to consult theory in their practices. Gender schema theory and the BSRI illuminate cultural influences in student self-perception about gender. Although intertwined with other theories of gender and sexual identity development, Bem underscores the importance of dispelling gender stereotypes in order to prevent self-fulfilling prophecies in student development (e.g., major selection, career goals).</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Annotated Bibliography</span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: Calibri;">Vikan, A., Camino, C., & Biaggio, A. (2005). Note on a cross-cultural test of Gilligan’s ethic of care. <i>Journal of Moral Education, 34</i>(1), 107–111.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">Vikan and Biaggio conducted a study on Brazilian and Norwegian psychology students to analyze</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">two student development theories: Gilligan’s ethic of care (and Skoe’s Ethic of Care Interview</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">[ECI]) and Bem’s Gender Schema Theory (and the Bem Sex Role Inventory [BSRI]). The researchers</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">found that ECI scores were not noticeably higher in female participants, nor were the students’</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">correlations higher based on their degree of femininity sex-role scores. From these results,</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">Gilligan’s ethic of care model corresponded mainly with cultural rather than gender variations;</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">more specifically, Gilligan’s model focused more on criteria of collectivism and individualism</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">rather than femininity and masculinity. Their study provides insight to Gilligan’s cultural variance,</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">though it should also explore the possibility of the BSRI’s cultural influence as well. After all, the</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 4.5pt; text-indent: -4.5pt;"><span style="font-family: Calibri;">BSRI itself was formed by finding cultural traits of masculinity and femininity.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Calibri;">Links</span></i></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: Calibri;">The official BSRI is available to take at </span><a href="http://www.mindgarden.com/products/bemss.htm"><span style="color: blue; font-family: Calibri;">http://www.mindgarden.com/products/bemss.htm</span></a></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: Calibri;">Sandra Bem’s faculty page is at </span><a href="http://www.psych.cornell.edu/people/Faculty/slb6.html"><span style="color: blue; font-family: Calibri;">http://www.psych.cornell.edu/people/Faculty/slb6.html</span></a></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">References</span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: Calibri;">Bem, S. L. (1983). Gender schema theory and its implications for child development: Raising gender-aschematic children in a gender-schematic society. <i style="mso-bidi-font-style: normal;">Signs, 8</i>(4), 598–616.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: Calibri;">Bem, S. L. (1993). <i style="mso-bidi-font-style: normal;">The lenses of gender: Transforming the debate on sexual inequality</i>. New Haven: Yale University Press.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: Calibri;">Bem, S. L. (1995). <i style="mso-bidi-font-style: normal;">An unconventional family</i>. New Haven: Yale University Press.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: Calibri;">Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). <i style="mso-bidi-font-style: normal;">Student development in college: Theory, research, and practice</i> (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.</span></div></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com16tag:blogger.com,1999:blog-8259872503418659303.post-5172330225913719802010-11-20T12:55:00.000-08:002010-11-20T12:55:03.558-08:00Josselson's Theory of Identity Development in Women Summarized by Krista Loken<div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">Overview </b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Ruthellen Josselson’s Identity Theory explores why some women encounter a crisis, and whether or not they integrate that into their identity. This theory takes James Marcia’s four identity groups and applies them to women. These four groups include foreclosures/gatekeepers, identity achievers/pathmakers, moratoriums/searchers, and identity diffusions/drifters. Women fit into one of these four groups based on experiencing a crisis and commitment of identity.</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">The foreclosure group includes women who have not encountered crisis; however they have made an identity commitment. These women have high internalization of the values of their parents, and they maintain ideals they had as children. The identity achievers have experienced a crisis, and committed to their identities. They have explored options, and they understand that they have their own authority to make decisions. The moratorium group have experienced crisis, but they have trouble committing to an identity. These women realize that there are many choices, but they tend to be overwhelmed by the options. The identity diffusers have not gone through a crisis, and they have not committed to an identity. They are women who seem to wait for life to happen to them. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0otJFuvKtzmPMy7pcMP0j6DPAhqr0kXtRVOnSmZRWycllP-F89VtOj0ZgsJ34-CCVhhMrU9NguNNW2nCYrBGEgGJRMpSVMhOhEv9pzWpo0kkf3QAR_iEAGSRmlvviadZbAQxyaCYmkWw/s1600/Josselson+status+category.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="448" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0otJFuvKtzmPMy7pcMP0j6DPAhqr0kXtRVOnSmZRWycllP-F89VtOj0ZgsJ34-CCVhhMrU9NguNNW2nCYrBGEgGJRMpSVMhOhEv9pzWpo0kkf3QAR_iEAGSRmlvviadZbAQxyaCYmkWw/s640/Josselson+status+category.png" width="640" /></a></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">Use in Higher Education</b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Women’s Resource Centers utilized Josselson’s theory by providing an area for women to talk about crisis and offer a safe place to comprehend events. Giving women the ability to talk about their majors, career choices, and personal lives allow for them to reflect on internal issues that could potentially become a part of their identities. </div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;">Annotative Bibliography Entry</b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-bidi-language: EN-US;">Miville, M., Darlington, P., Whitlock, B., & Mulligan, T. (2005). Integrating identities: The relationships of racial, gender, and ego identities among White college students. <i>Journal of College Student Development</i>, <i>46</i>(2), 157-175.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-bidi-language: EN-US;">This study examined how racial identity and gender identity affect ego identity of White students. For women, it was observed that those who were experiencing racial and/or gender identity confusion usually experienced ego identity crisis or confusion as well. Those women who had positively internalized their gender and racial identities usually resolved their ego identity crisis (identity achievement). Racial and gender identities that were accepted because of societal norms lacked identity crisis (foreclosure/drifters). This study included mostly college seniors, which makes it hard to generalize to those going through crisis at different times in their lives. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-language: EN-US;">References</span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-bidi-language: EN-US;">Josselson R. (1987) <i>Finding herself. Pathways to Identity Development in Women</i>. San Francisco-London: Jossey-Bass Publishers.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-bidi-language: EN-US;">Josselson, R. (1998). <i>Revising herself: The story of women's identity from college to midlife</i>. USA: Oxford University Press.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="mso-bidi-language: EN-US;">Josselson, R. (2000). Relationship and connection in women's identity from college to midlife. In M. E. Miller & A. N. West (Eds.), <i>Spirituality, ethics, and relationships in adulthood: Clinical</i> <i>and theoretical explorations</i> (pp. 113-145). Psychosocial press.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><stroke joinstyle="miter"></stroke><formulas><f eqn="if lineDrawn pixelLineWidth 0"></f><f eqn="sum @0 1 0"></f><f eqn="sum 0 0 @1"></f><f eqn="prod @2 1 2"></f><f eqn="prod @3 21600 pixelWidth"></f><f eqn="prod @3 21600 pixelHeight"></f><f eqn="sum @0 0 1"></f><f eqn="prod @6 1 2"></f><f eqn="prod @7 21600 pixelWidth"></f><f eqn="sum @8 21600 0"></f><f eqn="prod @7 21600 pixelHeight"></f><f eqn="sum @10 21600 0"></f></formulas><path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></path><lock aspectratio="t" v:ext="edit"></lock></shapetype><shape alt="0162" id="Picture_x0020_4" o:spid="_x0000_s1026" style="height: 350pt; margin-left: -40.95pt; margin-top: 71pt; position: absolute; visibility: visible; width: 500.15pt; z-index: 251657728;" type="#_x0000_t75"><imagedata o:title="0162" src="file:///C:\Users\Sharon\AppData\Local\Temp\msohtmlclip1\01\clip_image001.jpg"></imagedata></shape><span style="mso-bidi-language: EN-US;">Miville, M., Darlington, P., Whitlock, B., & Mulligan, T. (2005). Integrating identities: The relationships of racial, gender, and ego identities among White college students. <i>Journal of College Student Development</i>, <i>46</i>(2), 157-175.</span></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com18tag:blogger.com,1999:blog-8259872503418659303.post-87069822193519131052010-11-20T12:36:00.000-08:002010-11-20T12:36:24.458-08:00Phinney’s Model of Ethnic Identity Development Summarized by Erika Johnson<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW28pPIUmMG8keWx8nUkygIlJ73DnRNhbmrkGQrqwBgHDh7v3zRtHfe83gf1LqTDbjtMuYHaSl5-RT3eaj5tEbDEpdIwO-17F6yhMkuhRzI1UL-wz5wwtYK1MZszVkhlALdWfmHfEtmBo/s1600/phinney+visual.png" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW28pPIUmMG8keWx8nUkygIlJ73DnRNhbmrkGQrqwBgHDh7v3zRtHfe83gf1LqTDbjtMuYHaSl5-RT3eaj5tEbDEpdIwO-17F6yhMkuhRzI1UL-wz5wwtYK1MZszVkhlALdWfmHfEtmBo/s1600/phinney+visual.png" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Theory Overview</span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Jean S. Phinney developed a three stage model of ethnic identity development (1992) based on research with minority adolescents combined with other ego identity and ethnic identity models, especially the works of Marcia and Erickson.<span style="mso-spacerun: yes;"> </span>Her research involved both junior and high school adolescents who were found to be at one of three levels of ethnic identity development (Phinney, 1992).<span style="mso-spacerun: yes;"> </span>The first stage, Unexamined Ethnic Identity, is characterized by a lack of exploration. In this stage, individuals may experience diffusion or foreclosure, a lack of interest in ethnicity or a general acceptance of others opinions.<span style="mso-spacerun: yes;"> </span>The second stage of the model, Ethnic Identity Search/ Moratorium, combines the notions of encounter and exploration.<span style="mso-spacerun: yes;"> </span>The individual starts to develop their ethnic identity during this stage which is often initiated by a harsh or indirect event. The final stage of the model is Ethnic Identity Achievement.<span style="mso-spacerun: yes;"> </span>Individuals at this stage have a clear sense of their ethnic identity and are able to successfully navigate their bicultural identity.<span style="mso-spacerun: yes;"> </span>It is important to note that Phinney developed the three stage model based on her research with adolescents and that college students have a different set of challenges and support that may affect the theory’s applicability.<span style="mso-spacerun: yes;"> </span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOkKVYHQwBhp-AP8iYFF6Kg96qkNyIseUOIBdqte-bDsIvXlZ3lVaiPhIBBgYDMIXWRog4ExWjvJKyTwtxe74x9urd-a1Wr5b-DQnmjIBOqAUNdO4WAcIwIdJJc-0EgaxE127K8RtGdDY/s1600/Phinney+diagram.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="344" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOkKVYHQwBhp-AP8iYFF6Kg96qkNyIseUOIBdqte-bDsIvXlZ3lVaiPhIBBgYDMIXWRog4ExWjvJKyTwtxe74x9urd-a1Wr5b-DQnmjIBOqAUNdO4WAcIwIdJJc-0EgaxE127K8RtGdDY/s640/Phinney+diagram.png" width="640" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Use in Higher Education</span></b><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Higher education can find value in Phinney’s three stage model as it can be used when working with students from a variety of ethnic backgrounds.<span style="mso-spacerun: yes;"> </span>Higher education can use the model to create an environment that encourages exploration of and commitment to one’s own ethnic identity. Campuses can sponsor activities that support the ethnic identity search stage by providing cultural opportunities, ethnic studies courses, and open dialogues that lend to a supportive environment.<span style="mso-spacerun: yes;"> </span>Since ethnic identity development is an individual process, student affairs professionals can add opportunities for self-reflection when working with students or planning activities. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Annotated Bibliography</span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Pizzolato, J.E., Chaudhari, P., Murrell, E.D., Podobnik, S., & Schaeffer, Z. (2008). Ethnic identity, epistemological development, and academic achievement in underrepresented students. <i>Journal of College Student Development, 49</i>, 301-318</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">The authors utilize both a qualitative and quantitative study to analyze the connection between epistemological development, ethnic identity and academic achievement for minority college students.<span style="mso-spacerun: yes;"> </span>Utilizing Phinney’s definition of ethnic identity and Baxter-Magolda’s theory of self authorship, the authors interviewed high achieving students from various ethnic backgrounds for the first study. <span style="mso-spacerun: yes;"> </span>For the quantitative study, the students completed three surveys including the Self Authorship survey, the Multigroup Ethnic Identity Measure, and a demographic survey.<span style="mso-spacerun: yes;"> </span>The authors found a relationship between academic achievement, epistemological development, and ethnic identity with the combination of the latter two variables explaining college GPA variance almost as well as the combination of SAT scores and high school GPA.<span style="mso-spacerun: yes;"> </span>The authors recognized the limitations of their study and made recommendations for further studies to include students from various institution types, academically struggling students and a larger sampling with greater ethnic diversity. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">References</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Evans, N. J., Forney, D. S., Guido, F., Patton, L.D., & Renn, K.A. (2010). <i>Student development in college: Theory, research, and practice. 2<sup>nd</sup> Edition. </i>San Francisco: Jossey-Bass.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Phinney, J. S. (1993). A three-stage model of ethnic identity development in adolescence. In M. E. Bernal & G. P. Knight (Eds.), <i>Ethnic identity: Formation and transmission among Hispanics and other minorities </i>(pp. 61-79). New York: State University of New York Press.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Pizzolato, J.E., Chaudhari, P., Murrell, E.D., Podobnik, S., & Schaeffer, Z. (2008). Ethnic identity, epistemological development, and academic achievement in underrepresented students. <i>Journal of College Student Development, 49</i>, 301-318</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Torres, V., Howard-Hamilton, M.F., Cooper, D.L. (2003). <i>Identity development of diverse populations: Implications for teaching and administration in higher education</i>. ASHE-ERIC Higher Education Report: Volume 29, Number 6.<span style="mso-spacerun: yes;"> </span>San Francisco, CA:<span style="mso-spacerun: yes;"> </span>Josey-Bass. </span></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com14tag:blogger.com,1999:blog-8259872503418659303.post-36380876817209805442010-11-20T11:40:00.000-08:002010-11-20T11:40:08.427-08:00Torres's Model of Hispanic Identity Development Summarized by Kirsten Levine<div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Calibri;">Summary of Theory</span></u></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Vasti Torres identified the importance of recognizing the correlation of ethnic identity and acculturation among Hispanic college students.<span style="mso-spacerun: yes;"> </span>Torres published her first study of Hispanic Identity Development Theory in 1999, and expanded upon her research with her published longitudinal study in 2003. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">According to Torres (2003), “[a]cculturation looks at the choices made about the majority culture, whereas ethnic identity looks at the maintenance of the culture of origin” (p.<span style="mso-spacerun: yes;"> </span>533-534). While Torres did not look at the explanation of the process involved in choosing a cultural orientation, she considered the construct of cultural orientation (Torres, 2003).<span style="mso-spacerun: yes;"> </span>The cultural orientation of Hispanic college students were analyzed through the Bicultural Orientation Model (BOM).</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">After extensive questionnaires and interviews Torres could identify a Hispanic student’s orientation preference.</span></div><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: Calibri;">Bicultural Orientation – a preference to function competently in both the Hispanic and Anglo cultures.</span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: Calibri;">Anglo Orientation – a preference to function within the Anglo culture.</span></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: Calibri;">Hispanic Orientation – a preference to function within the Hispanic culture.</span></div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-family: Calibri;">Marginal Orientation – unable to function adequately within the Hispanic or Anglo cultures. </span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtX08Zc3Koi_aKuH0ejwOWJ0YbrTsBcLGpy2WpVgUacg5FZ3mh7jeYZGFtDbCLoRMryh1Pe200Ne8bttuz620mqdfdGdPdq3ijmlRzcCgIlyy-Xlzs4lWTg45190GiRz2Bvi0FD40tJv0/s1600/Torres+Grid.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="259" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtX08Zc3Koi_aKuH0ejwOWJ0YbrTsBcLGpy2WpVgUacg5FZ3mh7jeYZGFtDbCLoRMryh1Pe200Ne8bttuz620mqdfdGdPdq3ijmlRzcCgIlyy-Xlzs4lWTg45190GiRz2Bvi0FD40tJv0/s640/Torres+Grid.png" width="640" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Torres’s longitudinal study identified two major categories of Hispanic Identity Development: Situation Identity and Influences on Change in identity development.<span style="mso-spacerun: yes;"> </span>Torres recognized how the influences of where they grew up, generational status, and self-perception of societal status played a role in situating the identity of Latino college students, and how these students perceived their culture and environment.</span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBz5EuBbTAh8CsQ_T3yxsxmmhOPz-vGJ9-cOJfZz_LkjhOv2PlzLFe89pTboZb4YnfC4g2usdB_0QwihHmw4vT6s3lo1MZOcUmHecsq3CxkjelC-LD9o-0e7fR_f0Rv4fguP0jhCeNRB8/s1600/Torres+Schemata+Theory.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="393" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBz5EuBbTAh8CsQ_T3yxsxmmhOPz-vGJ9-cOJfZz_LkjhOv2PlzLFe89pTboZb4YnfC4g2usdB_0QwihHmw4vT6s3lo1MZOcUmHecsq3CxkjelC-LD9o-0e7fR_f0Rv4fguP0jhCeNRB8/s640/Torres+Schemata+Theory.png" width="640" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Calibri;">Use in Higher Education</span></u></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt; tab-stops: list .5in;"><span style="font-family: Calibri;">The significant increase in the Hispanic population identifies the need for higher education administrators to prepare for this shift in demographics.<span style="mso-spacerun: yes;"> </span>There are two educational issues that must drive administrators to identify the needs of their Hispanic student population.<span style="mso-spacerun: yes;"> </span>Hispanic students have the highest high school dropout rate of any group; and Hispanic students have a low college graduation rate.<span style="mso-spacerun: yes;"> </span>To serve all Hispanic/Latino students it is important for student affairs practitioners to understand how cultural factors will affect the experiences of this population.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Calibri;">Annotated Bibliography</span></u></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Magolda, M. B., Torres, V. (2004). Reconstructing Latino identity: The influence of cognitive development on the ethnic identity process of Latino students. <i style="mso-bidi-font-style: normal;">Journal of College Student Development</i>, 45(3), 333-347.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Baxter Magolda and Torres conducted a qualitative longitudinal study, published in 2004, which addressed how ethnic identity is influenced by Latino college student’s cognitive development.<span style="mso-spacerun: yes;"> </span>The goal of this study was to expand upon Torres’s previous research, while identifying the root of negative messages about ethnicity and reconstruct these negative images into positive images.<span style="mso-spacerun: yes;"> </span>Participants were able to move away from a negative way of thinking.<span style="mso-spacerun: yes;"> </span>The points of movement during the interview process were prompted by the reconstruction of knowledge and the Latino college student’s ability to integrate this new way of thinking into a holistic sense of self.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: Calibri;">References</span></u></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Evans, N. J., Forney, D. S., Guido, F., Patton, L.D., & Renn, K.A. (2010). <i>Student development in college: Theory, research, and practice. 2<sup>nd</sup> Edition. </i>San Francisco: Jossey-Bass.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Magolda, M. B., Torres, V. (2004). Reconstructing Latino identity: The influence of cognitive development on the ethnic identity process of Latino students. <i style="mso-bidi-font-style: normal;">Journal of College Student Development</i>, 45(3), 333-347.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Torres, V. (2003).<span style="mso-spacerun: yes;"> </span>Validation of a bicultural orientation model for Hispanic college students.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Journal of College Student Development,</i> 40(3), 285-298.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Torres, V. (1999). Influences on ethnic identity development of Latino college students in the first two years of college.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Journal of College Student Development</i>, 44 (4), 532-547.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
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</div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com4tag:blogger.com,1999:blog-8259872503418659303.post-31461156197835323792010-11-08T14:06:00.000-08:002010-11-08T14:06:17.739-08:00Helm's Model of White Identity Development Written By Jennifer Wozab<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKz0yl-faHXPMs16IxEDlpignO9W0dddx3TMJp3S7FUyYGwcRZI_MJeigvAnTXCP-pj4PaCRJ5Eq3Ciwf5AaSFNB5NGc_kb8n4G7_t5YhXTXi5xElhyphenhyphenIT-dcp0ICsMQ8d3aTMxaQbZfFY/s1600/Helm's+A+Race+Is+A+Nice+Thing+To+Have.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKz0yl-faHXPMs16IxEDlpignO9W0dddx3TMJp3S7FUyYGwcRZI_MJeigvAnTXCP-pj4PaCRJ5Eq3Ciwf5AaSFNB5NGc_kb8n4G7_t5YhXTXi5xElhyphenhyphenIT-dcp0ICsMQ8d3aTMxaQbZfFY/s1600/Helm's+A+Race+Is+A+Nice+Thing+To+Have.jpg" /></a></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><u>Overview of Theory</u></span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Helms introduced her psychosocial White Racial Identity Theory in 1990 to “raise the awareness of white people about their role in creating and maintaining a racist society and the need for them to act responsibly by dismantling it” (Helms, 1992, p. 61).<span style="mso-spacerun: yes;"> </span>Helms developed the White Racial Identity Attitude Scale (WRIAS) inventory to measure identity development and determined that the “evolution of a positive White racial identity consists of two processes, the abandonment of racism and the development of a non-racist White identity” (Helms, 1990, p. 50). <span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">The White Racial Identity Model involves six sequential stages: 1) Contact, an obliviousness to own racial identity; 2) Disintegration, first acknowledgment of white identity; 3) Reintegration, accepts the belief that White is superior and non-White is inferior and questions own racial identity; 4) Psuedo-Independent, intellectualized acceptance of own and others’ race; 5) Immersion/Emmersion, an honest appraisal of racism and significance of Whiteness; and 6) Autonomy, internalizes a multi-cultural identity with non-racist Whiteness as its core. </span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVfhWsht1ykZ34aO0zHP8FbqpJDquucmW_y_8Q9OFk7yCrLYA7Wfeodxf74yKuOF5GutvVXPVm9Jxcw4l51pRZw1sSIC6jUGg8FuGGS41T9WC33tr6WaEbF_FT-rYDUch-iN6pVIpgXEw/s1600/Blog+visual+Helm's.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="316" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVfhWsht1ykZ34aO0zHP8FbqpJDquucmW_y_8Q9OFk7yCrLYA7Wfeodxf74yKuOF5GutvVXPVm9Jxcw4l51pRZw1sSIC6jUGg8FuGGS41T9WC33tr6WaEbF_FT-rYDUch-iN6pVIpgXEw/s640/Blog+visual+Helm's.png" width="640" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">As the development process moves through the first three stages, the individual moves from obliviousness to consciousness of his or her white race and has a greater acknowledgement for whiteness and its role in society. Moving through these first three stages, the individual moves towards the abandonment of racism. The final three stages the individual is developing a non-racist White identity and understands what it means to be white, to take ownership of racial power and privilege and how it affects others, and work towards abandoning white privilege. This is the development stages where individuals can be “white without also being bad, evil or racist” (Helms, 1992, p. 61). </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><u>Use in Higher Education</u></span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">White privilege and power is an important social construct in higher education. It is white supremacy that has created many barriers to success for minority students at an institutional, cultural, and societal level. More training and discussion must occur on college campuses with faculty, administrators, staff and students on white racial identity development. White individuals aware of their race and privilege can use it in a positive way to advocate and support students of color, which can include easier access to education for underserved populations, recruiting more diverse faculty, and creating more equitable policies and practices. </span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><u>Annotated Bibliography</u></span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><span style="font-family: Calibri;">Miville, M. L., Darlington, P., & Whitlock, B. (2005, March/April). Integrating identities: The relationships of racial, gender, and ego identities among white college students. <i>Journal of College Student Development, 46</i>(2), 157-175. doi:10.1353/csd.2005.0020</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: Calibri;">The authors examine quantitative data from 300 White students (175 women and 125 men) to propose that racial and gender identities are related to ego identities. Participants completed the White Identity Racial Attitude Scale, Womanist Identity Attitude Scale or Men’s Identity Attitude Scale, and the Extended Objective Measure of Ego Identity Status. The authors suggest that the stages of gender and racial identity can predict the stages of identity development. For men and women who have a positive self concept (Achievement) it can predict a positive relation of gender (Internalization) and racial (Autonomy) development.<span style="mso-spacerun: yes;"> </span>Participants exploring gender identity conflicts (Disintegration/Reintegration or Diffusion) could predict an ego identity crisis (Moratorium). Interestingly, participants demonstrating no consciousness of race (Contact) still resulted in a positive ego identity (Achievement).</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;"><u>References</u></span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><span style="font-family: Calibri;">Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Racial identity development. In <i>Student development in college: Theory, research and practice</i> (2nd ed., pp. 260-261). Jossey-Bass.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><span style="font-family: Calibri;">Helms, J. E. (1990). Toward a Model of White Racial Identity Development. In <i>Black and white racial identity: Theory, research and practice</i> (pp. 49-66). New York: Greenwood Press.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><span style="font-family: Calibri;">Helms, J. E. (1992). <i>A race is a nice thing to have: A guide to being a white person or understanding the white persons in your life</i>. Topeka, Kansas: Content Communications.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><span style="font-family: Calibri;">Miville, M. L., Darlington, P., & Whitlock, B. (2005, March/April). Integrating identities: The relationships of racial, gender, and ego identities among white college students. <i>Journal of College Student Development, 46</i>(2), 157-175. doi:10.1353/csd.2005.0020</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com13tag:blogger.com,1999:blog-8259872503418659303.post-2824721816569903022010-11-08T13:58:00.000-08:002010-11-08T13:58:36.602-08:00Rowe, Bennett, and Atkinson's White Racial Consciousness Model Written by Tom Hurtado<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTnU-xwtD5d82RsIMAaIEKPPmrSezP6fhASuAr5xudHEqXE9qjwdC7d3hBafIiPdN8Ld-O4opc4f_iWGOE_we5iAMn5r1Nke9X9FDaC2iwbbQMJhZumFlGQ4E-U1N8trLlyzc2bATOs2I/s1600/WRCDiagramBlog.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="273" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTnU-xwtD5d82RsIMAaIEKPPmrSezP6fhASuAr5xudHEqXE9qjwdC7d3hBafIiPdN8Ld-O4opc4f_iWGOE_we5iAMn5r1Nke9X9FDaC2iwbbQMJhZumFlGQ4E-U1N8trLlyzc2bATOs2I/s400/WRCDiagramBlog.jpg" width="400" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;"><u>Summary of Theory</u></span></span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%;"></span></b><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Rowe, Bennett, and Atkinson had 4 concerns with Helm’s White Racial Identity Theory. First, they felt identity does not occur in parallel with Whites but develops differently for all groups.<span style="mso-spacerun: yes;"> </span>Second, Helm’s concept of linear identity progression was problematic.<span style="mso-spacerun: yes;"> </span>Third, Helm’s theory was misnamed because the focus was racial awareness not identity development.<span style="mso-spacerun: yes;"> </span>Finally, Helm’s theoretical basis was limited to a Black and White framework. </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Proposing an alternative White racial consciousness model, Rowe et. al focus on understanding Whiteness and the resulting implications on other racial groups. <span style="mso-spacerun: yes;"> </span>Various attitudes are explored in two categories: unachieved and achieved racial consciousness.<span style="mso-spacerun: yes;"> </span>The authors propose that using attitude types increases understanding of development processes and improves assessment.<span style="mso-spacerun: yes;"> </span></span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Unachieved racial consciousness consists of three attitude types.<span style="mso-spacerun: yes;"> </span>The avoidant type dismisses race.<span style="mso-spacerun: yes;"> </span>The dependent type relies on others to formulate racial opinions. Lastly, the dissonant type is in a state of confusion about race. </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Achieved white racial consciousness consists of four attitude types.<span style="mso-spacerun: yes;"> </span>The dominative manifests racial superiority.<span style="mso-spacerun: yes;"> </span>The conflictive objects to outright racism but opposes any action used to minimize acts of discrimination.<span style="mso-spacerun: yes;"> </span>Third, the reactive type acknowledges that other groups have been the recipients of injustice in society and responds to these inequities.<span style="mso-spacerun: yes;"> </span>Lastly, the integrative type uses an understanding approach to the intricacies of racial issues while fostering practical social change. </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Rowe et. al emphasize mobility between attitude types includes dissonance and resolve.<span style="mso-spacerun: yes;"> </span>They also claim the model is not linear but an ongoing process occurring experience by experience never reaching self-actualization. <span style="mso-spacerun: yes;"> </span></span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;"><u>Application to Higher Education</u></span></span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">As discussed by Mueller and Pope, there is a lack of diversity in higher education administration and a need for student affairs professionals to do more than intellectualize racial issues.<span style="mso-spacerun: yes;"> </span>White racial consciousness promotes commitment to an internal and ongoing process of racial/ethnic awareness.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>At the heart of this discussion is developing the ability to incorporate an internal process of awareness in conjunction with external efforts. <span style="mso-spacerun: yes;"> </span>By committing to this process, we can better assess and improve our interactions with each student as well as enhance their development process.<span style="mso-spacerun: yes;"> </span></span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;"><u>Annotated Bibliography</u></span></span></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Mueller, J. A., & Pope, R. L. (2001, March). The relationship between multicultural competence and white racial consciousness among student affairs practitioners. <i>Journal of College Student Development , 42</i>(2), 133-144.</span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Mueller and Pope conducted research to find a correlation between multicultural awareness and White racial consciousness.<span style="mso-spacerun: yes;"> </span>The authors used two self-reported measures to assess multicultural competence and white racial consciousness.<span style="mso-spacerun: yes;"> </span>534 White student affairs practitioners with various backgrounds from 60 institutions across the US were sampled.<span style="mso-spacerun: yes;"> </span>The data indicates that there is a correlation between White racial consciousness attitude types and multicultural awareness.<span style="mso-spacerun: yes;"> </span>The authors concluded that although there is a lack of diversity in the student affairs profession, increasing multicultural awareness framed in White racial consciousness can make professional s more effective.<span style="mso-spacerun: yes;"> </span></span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"></span></span></span><span style="font-size: 12pt;"><span style="font-family: Calibri;"><strong><u>References</u></strong></span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><span style="font-family: Calibri;"><span style="font-size: 12pt; line-height: 115%;">Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). <i>Student development in college: Theory research and practice </i></span><span style="font-size: 12pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Calibri;">(2<sup>nd</sup> ed., pp. 252-270)</span><span style="font-size: 12pt; line-height: 115%;">. San Francisco: Jossey-Bass.</span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Mueller, J. A., & Pope, R. L. (2001, March). The relationship between multicultural competence and white racial consciousness among student affairs practitioners. <i>Journal of College Student Development , 42</i>(2), 133-144.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt 0.5in; mso-pagination: widow-orphan lines-together; text-indent: -0.5in;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">Rowe, W., Bennett, S. K., & Atkinson, D. R. (1994, January). White racial identity models: a critique and alternative proposal. <i>The Counseling Psychologist , 22</i>(1), 129-146.</span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_uycZLclxpE9Q5H2NfjBkg8GjhXYYebt-IVhXLxyrducedqNUdKtKaIN8wS74L67yz6P61ZjEuO0hCil2eXVxayqeQtjqYXUWTVRBFcBuGOjKr8b_fFPAuFVK7HmXQpljunQxgAlDLqc/s1600/WRCDefinitionBlog.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="231" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_uycZLclxpE9Q5H2NfjBkg8GjhXYYebt-IVhXLxyrducedqNUdKtKaIN8wS74L67yz6P61ZjEuO0hCil2eXVxayqeQtjqYXUWTVRBFcBuGOjKr8b_fFPAuFVK7HmXQpljunQxgAlDLqc/s320/WRCDefinitionBlog.jpg" width="320" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com5tag:blogger.com,1999:blog-8259872503418659303.post-52585707017185824812010-11-08T13:45:00.000-08:002010-11-08T13:45:26.436-08:00Ferdman and Gallegos Model of Latino Identity Development Written by Kathleen Covington<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZLwmPkFPVErINZenH8S3ExA2_zIQ3bP68CXEKgQ27T4g3dYWGXxp1E4c0tPDzGC6-DTM4N_rTyjz43gU18A1bO2RqVx9zdQicyR6WWGpEeuZIhGGT1hVDweBM7EUNK4XI4gvpzM-fkyM/s1600/Latino+Identity+Development.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="401" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZLwmPkFPVErINZenH8S3ExA2_zIQ3bP68CXEKgQ27T4g3dYWGXxp1E4c0tPDzGC6-DTM4N_rTyjz43gU18A1bO2RqVx9zdQicyR6WWGpEeuZIhGGT1hVDweBM7EUNK4XI4gvpzM-fkyM/s640/Latino+Identity+Development.png" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><br />
<div class="separator" style="clear: both; text-align: center;"></div> <b><span style="font-family: "Times New Roman", "serif"; mso-bidi-font-family: Tahoma;"><u>Theory Overview</u></span></b><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><span style="font-family: "Times New Roman", "serif"; mso-bidi-font-family: Tahoma; mso-bidi-font-weight: bold;">Ferdman and Gallegos (2001) <i style="mso-bidi-font-style: normal;">Latino</i> identity development and discuss (a) how <i style="mso-bidi-font-style: normal;">Latino </i>is used as an umbrella term to identify similar looking cultural groups and people of mixed heritage and (b) suggest Latinos develop orientations or lenses based on experiences with social institutions including the family, education system, peer groups and U.S. cultural racial constructs etc. These lenses include: </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><span style="font-family: "Times New Roman", "serif"; mso-bidi-font-family: Tahoma; mso-bidi-font-weight: bold;">(a) <i style="mso-bidi-font-style: normal;">Latino Integrated</i>, understanding of racial constructs and ability to challenge them, </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><span style="font-family: "Times New Roman", "serif"; mso-bidi-font-family: Tahoma; mso-bidi-font-weight: bold;">(b) <i style="mso-bidi-font-style: normal;">Latino Identified</i>, acceptance of the races <i style="mso-bidi-font-style: normal;">Latino</i> and <i style="mso-bidi-font-style: normal;">White</i> and identification with Latino, </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><span style="font-family: "Times New Roman", "serif"; mso-bidi-font-family: Tahoma; mso-bidi-font-weight: bold;">(c) <i style="mso-bidi-font-style: normal;">Subgroup Identified</i>, identification of multiple Latino races and identification with a regional subgroup, </span></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><span style="font-family: "Times New Roman", "serif"; mso-bidi-font-family: Tahoma; mso-bidi-font-weight: bold;">(d) <i style="mso-bidi-font-style: normal;">Latino as Other</i>, identification as a generic Latino due to mixed heritage, </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><span style="font-family: "Times New Roman", "serif"; mso-bidi-font-family: Tahoma; mso-bidi-font-weight: bold;">(e) <i style="mso-bidi-font-style: normal;">Undifferentiated</i>, colorblindness, adherence to dominant culture, and tendency to attribute failure to the individual rather then racial constructs, and </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><span style="font-family: "Times New Roman", "serif"; mso-bidi-font-family: Tahoma; mso-bidi-font-weight: bold;">(f) <i style="mso-bidi-font-style: normal;">White Identified</i>, acceptance of White and Latino races and identification with<span style="mso-spacerun: yes;"> </span>White and rejection of Latino. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><span style="font-family: "Times New Roman", "serif"; mso-bidi-font-family: Tahoma; mso-bidi-font-weight: bold;">This theory does not discuss whether a person may have elements of multiple orientations, movement between orientations or the influence of other key external variables such as threats, violence, the use of the term Latino or language ability. We also do not know the strengths associated with each orientation, how orientations influence institutional participation or one’s role within the institution or broad indicators distinguishing people of different orientations. Ferdman and Gallagos do recognize the need to findout “what factors lead to each orientation [and h]ow the specific <i>socialization</i> contexts or life experiences relate to individual orientations.” They also address the need to validate their model through research. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: justify;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif";"><u>Use in Higher Education</u></span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif";"></span></b><span style="font-family: "Times New Roman", "serif";">This theory can be used to understand student socialization, how aspirations are constructed and why students have diverse goals. Advisors can use it to offer suggestions for student development opportunities including classes, clubs and student groups, possible positive experiences, and avenues to raise social justice awareness, social consciousness and social change. It can also be used to develop and assess policy and programs including diversity programs, intercultural understanding initiatives, inclusionary community building, fraternity and sorority management, development of safe spaces and anti-discrimination initiatives. Practitioners can recognize the need for safe inclusionary communities which embrace diversity or intercultural interaction make efforts to eliminate discrimination or offensive terminology including inappropriate racial constructs.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";"><strong><u>Annotated Bibliography Entry </u></strong></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";">Evans, Forney, Giudo, Patton and Renn (1985).<span style="mso-spacerun: yes;"> </span><i>Student </i><span style="mso-spacerun: yes;"> </span><i>development in college: </i></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;"><i><span style="font-family: "Times New Roman", "serif";">Theory research and practice.</span></i><span style="font-family: "Times New Roman", "serif";"> San Francisco: Jossey-Bass.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";">Evans, Forney, Giudo, Patton and Renn (1985) sought to determine if Latino frats can influence the creation of positive Latino identities. They collected ethnographic data to identify common agents of socialization. Those identified were families, school, peers, government policies, gender and language constructs etc. These contribute to positive or negative identity formation through a) exposure to social agents, b) positive or negative third party perception of race and ethnicity and c) individual assessment of third party perception. They do not mention how perceptions are cognitively developed and concluded that Latino frats provide an environment for cultural celebration, exposure to language, positive ethnic and racial experiences and, thus, cultural appreciation. Positive experience was also influenced by attendance at a Hispanic Serving Institution, the test population was all male, there were only seven frat members and though participants identified their identity orientations according to Ferdman and Gallegos, no real attempt was made to connect experiences with these orientations. Ultimately, Evans and Guardia support the belief that positive or negative racial or ethnic experiences with agents of socialization can affirm or disaffirm ethnic or racial identities. They also found students identified with multiple lenses. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif";"><u>References</u></span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";">Evans, Forney, Giudo, Patton and Renn (1985).<span style="mso-spacerun: yes;"> </span><i>Student </i><span style="mso-spacerun: yes;"> </span><i>development in college: </i></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;"><i><span style="font-family: "Times New Roman", "serif";">Theory research and practice.</span></i><span style="font-family: "Times New Roman", "serif";"> San Francisco: Jossey-Bass.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-align: justify;"><span style="font-family: "Times New Roman", "serif";">Ferdman, B. M., & Gallegos, P. I. (2001). Racial identity development and Latinos in the </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-align: justify;"><span style="font-family: "Times New Roman", "serif";">United States. In C. L. Wijeyesinghe & B. W. Jackson, III (Eds.), <i style="mso-bidi-font-style: normal;">New perspectives on Racial Identity Development: A theoretical and practical anthology</i> (pp. 32-66). New York: New York University Press. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif";">Guardia, J., & Evans, N. (2008). Factors influencing the ethnic identity development of </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in;"><span style="font-family: "Times New Roman", "serif";">Latino fraternity members at a Hispanic Serving Institution. <i>Journal of College Student Development</i>, 49(3), 163-181. Retrieved from ERIC database.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCNDgQ_WzJOMfo-5BtJy1jcOOE71kZBsLhSv7Ti43HfjzMwU8Gh1emZ5OiAb-B9msY5xH8tcCnBYnQbx2Fdz5e_xWgngKNdGOxFmV1JHukdl9DIVwkUisEpDFtJyjk3KjhY8e0LolGPNQ/s1600/blog+Ferdman.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCNDgQ_WzJOMfo-5BtJy1jcOOE71kZBsLhSv7Ti43HfjzMwU8Gh1emZ5OiAb-B9msY5xH8tcCnBYnQbx2Fdz5e_xWgngKNdGOxFmV1JHukdl9DIVwkUisEpDFtJyjk3KjhY8e0LolGPNQ/s1600/blog+Ferdman.png" /></a></div><br />
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<div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"></div><div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"></div><div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigNENo_RFFy1aqhEJyJFggaQWtKAIPoI5GosToQdlpJVIok6cu3ik0QDLXtn0CHyFDGjLP1khhZeG17cVX_ZQSspFnqcv-iXR8uvo9zeILhu2eDdFqpnePcYtCDkrQqxwGavUZA_-ZDGc/s1600/Gallegos.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigNENo_RFFy1aqhEJyJFggaQWtKAIPoI5GosToQdlpJVIok6cu3ik0QDLXtn0CHyFDGjLP1khhZeG17cVX_ZQSspFnqcv-iXR8uvo9zeILhu2eDdFqpnePcYtCDkrQqxwGavUZA_-ZDGc/s1600/Gallegos.png" /></a></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com7tag:blogger.com,1999:blog-8259872503418659303.post-16474863201614232792010-10-29T20:11:00.000-07:002010-10-29T20:15:30.903-07:00Schlossberg's Theory of Transition Written by Bobbi Davis<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgess-CaX6IO5ao2S9BO5ypgSbM7-DzONTaDOeCwsVFg_4OPmi_yWcuA7xgxZgQEsE06iBUpUs17iL29f8Owy7sqUK1VRf8RhRtR8MEel58S0PJbd-qTHGmj-_2oH7ue5_NyAxffWQPLN8/s1600/Schlossberg+Transition.png" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" nx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgess-CaX6IO5ao2S9BO5ypgSbM7-DzONTaDOeCwsVFg_4OPmi_yWcuA7xgxZgQEsE06iBUpUs17iL29f8Owy7sqUK1VRf8RhRtR8MEel58S0PJbd-qTHGmj-_2oH7ue5_NyAxffWQPLN8/s320/Schlossberg+Transition.png" width="320" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Explaining theory in my own words:</span></u></i></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Dr. Nancy Schlossberg’s Theory of Transition is a psychosocial model of development that examines life events which affect various aspects of an individual’s life and their societal roles.<span style="mso-spacerun: yes;"> </span>The person’s perception of the transition is as important to understanding how a person is affected by his/her changing life events as much as the type, context and impact of the transition itself.<span style="mso-spacerun: yes;"> </span>Types of transitions include anticipated, unanticipated, event, non-event and chronic or “hassles”.<span style="mso-spacerun: yes;"> </span>Anticipated transitions are those that are seen as occurring predictably in one’s lifetime, whereas unanticipated are just the opposite where the individual did not expect them to occur.<span style="mso-spacerun: yes;"> </span>Those transitions that a person counted on to happen and did occur are called events.<span style="mso-spacerun: yes;"> </span>A non-event is defined as a transition a person counted on to occur, but did not happen as hoped.<span style="mso-spacerun: yes;"> </span>Chronic transitions are changes in one’s roles and routines that occur due to an anticipated, unanticipated, event or non-event transition.<span style="mso-spacerun: yes;"> </span>Context of transition refers to the relationship the person has with the transition (i.e., personal, interpersonal, or community) and the setting where the transition occurs.<span style="mso-spacerun: yes;"> </span>Impact would be assessed by understanding how much a person’s daily life has be altered.<span style="mso-spacerun: yes;"> </span>Schlossberg outlined the transition process with the terms of “moving in”, “moving through” and “moving out”.<span style="mso-spacerun: yes;"> </span>Methods for coping with transition, whether positive or negative, come from assessing a person’s assets and liabilities in the four areas which Schlossberg termed as the 4 S’s – situation, self, support and strategies.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Example of how used in higher education:</span></u></i></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">The main use of Schlossberg’s transition theory is with adult learners and their return to higher education.<span style="mso-spacerun: yes;"> </span>Compared to traditional students, non-tradition students are generally at many different points in their life due to the various types of transitions they have undergone.<span style="mso-spacerun: yes;"> </span>Programming developed on the 4 S’s can help adult learners to recognize and draw upon their assets in coping with the perception of moving into the challenge of returning to school instead of only seeing what their limitation might be.<span style="mso-spacerun: yes;"> </span>However, the entire transition process of moving in, moving through and moving on can be used as a guide in student affairs to facilitate all stages of college student development, not just adult learners, in how they interpret their college experiences and use that knowledge to further develop. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">A.B.:</span></u></i></b></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Rayle, A. (2007). Revisiting first-year college students’ mattering: Social support, academic stress, and the mattering experience. <i style="mso-bidi-font-style: normal;">Journal of College Student Retention</i>, 9(1), 21-37.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Using Schlossberg’s transition theory as a framework, Rayle investigated if any relationships existed between mattering to family and college friends and the degree to which students felt they mattered to the college community and level of academic stress for first-year college students.<span style="mso-spacerun: yes;"> </span>Rayle administered three assessment measurements to 533 students enrolled in freshman level courses in the College of Education.<span style="mso-spacerun: yes;"> </span>The researcher found that across the sample, social support from family and college friends significantly impacted mattering to the college community, as well as strongly predicated the level of academic stress students’ experienced.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">References</span></u></i></b></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Evans, N. J., Forney, D. S., Guido, F., Patton, L.D., & Renn, K.A. (2010). <i>Student development in college: Theory, research, and practice. 2<sup>nd</sup> Edition. </i>San Francisco: Jossey-Bass.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Schlossberg, N.K. (1984). <i style="mso-bidi-font-style: normal;">Counseling adults in transition: Linking Practice with Theory</i>.<span style="mso-spacerun: yes;"> </span>New York, New York: Springer Publishing Company, Inc. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Schlossberg, N.K. (1989). <i style="mso-bidi-font-style: normal;">Overwhelmed: Coping with life’s ups and downs.</i> Lexington, Massachusetts: Lexington Books.</span></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com12tag:blogger.com,1999:blog-8259872503418659303.post-22300954221897593982010-10-23T12:37:00.000-07:002010-10-23T12:37:12.831-07:00Baxter Magolda’s Theory of Self Authorship Written by Anita Kiteau<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9Sh7ErMN2epQRmr7pePWpTnZOF3rixeHuHEydabjIrOoPgwZZbJ96TcYLTWS2sv5TvMflK9muD3U6MbbPx2Ix-Vkylm_TscKvKyRlvROZ9FN8-9FOnAWOmNRWAp0vRKqnmmZOvBrYkJM/s1600/Book+Self+Authorship.bmp" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" nx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9Sh7ErMN2epQRmr7pePWpTnZOF3rixeHuHEydabjIrOoPgwZZbJ96TcYLTWS2sv5TvMflK9muD3U6MbbPx2Ix-Vkylm_TscKvKyRlvROZ9FN8-9FOnAWOmNRWAp0vRKqnmmZOvBrYkJM/s320/Book+Self+Authorship.bmp" width="219" /></a></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><stroke joinstyle="miter"></stroke><formulas><f eqn="if lineDrawn pixelLineWidth 0"></f><f eqn="sum @0 1 0"></f><f eqn="sum 0 0 @1"></f><f eqn="prod @2 1 2"></f><f eqn="prod @3 21600 pixelWidth"></f><f eqn="prod @3 21600 pixelHeight"></f><f eqn="sum @0 0 1"></f><f eqn="prod @6 1 2"></f><f eqn="prod @7 21600 pixelWidth"></f><f eqn="sum @8 21600 0"></f><f eqn="prod @7 21600 pixelHeight"></f><f eqn="sum @10 21600 0"></f></formulas><path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></path><lock aspectratio="t" v:ext="edit"></lock></shapetype><shape alt="self authorship.jpg" id="Picture_x0020_1" o:gfxdata="UEsDBBQABgAIAAAAIQDI4TOSFQEAAFICAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSSTW7DIBCF
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" o:spid="_x0000_s1026" style="height: 204.95pt; margin-left: 2.05pt; margin-top: 10.85pt; mso-position-horizontal-relative: text; mso-position-horizontal: absolute; mso-position-vertical-relative: text; mso-position-vertical: absolute; mso-wrap-distance-bottom: 0; mso-wrap-distance-left: 9pt; mso-wrap-distance-right: 9pt; mso-wrap-distance-top: 0; position: absolute; visibility: visible; width: 137.75pt; z-index: 1;" type="#_x0000_t75"><imagedata o:title="" src="file:///C:\Users\Sharon\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"></imagedata><lock aspectratio="f" v:ext="edit"></lock><wrap type="square"></wrap></shape><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Overview of Theory</span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: Calibri;">Marcia Baxter Magolda began her study of this theory when she identified an important gap of gender in the existing work of Perry and Belenky. She saw the need to address gender in the study and to involve both men and women together. Magolda originally began her study in 1992 on the epistemological development of 101 <placename w:st="on"><place w:st="on"><placename w:st="on">Miami</placename> <placetype w:st="on">University</placetype></place></placename> students. She conducted an exclusive study on epistemological development and her work evolved over the last twenty years with an in-depth study of thirty nine students out of the 101 original participants. </span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: Calibri;">Baxter Magolda identified three dimensions which answer the three simple questions that the individual questions during his or her journey toward self-authorship. These questions are: how do I know, who am I, and how do I want to construct relationships with others. The three dimensions of self-authorship are: a) epistemological which assists the individual to answer the “how do I know” part, b) intrapersonal where the individual finds answer to the question of “who am I” and lastly c) interpersonal, the individual comes to a strong sense of self and is able to master the “how do I want to construct relationships with others.” These dimensions are intertwined according to the experiences of the individual. </span></div><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFOl-kBtuZCNtPdDint9WLm7zzojKUsTQ-wZPXbW3NA3jF-SFeGZenpUIav4AHMSrYUmFY8eslFKRjrC-FQLhezZqqLSHZpcaOrYgrsYE1jEJIBtkI32zhcDwzZXCXm6X1l4nW4snHKf0/s1600/Circles+Self+Authorship.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="338" nx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFOl-kBtuZCNtPdDint9WLm7zzojKUsTQ-wZPXbW3NA3jF-SFeGZenpUIav4AHMSrYUmFY8eslFKRjrC-FQLhezZqqLSHZpcaOrYgrsYE1jEJIBtkI32zhcDwzZXCXm6X1l4nW4snHKf0/s400/Circles+Self+Authorship.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Intersection of all circles is "Inner Voice"</td></tr>
</tbody></table> <div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">There are four phases of self-authorship discovered by Baxter Magolda.<span style="mso-spacerun: yes;"> </span>These are following formulas, crossroads, becoming the author of one’s life, and internal foundation. These phases are not linear however fundamentally, when the individual becomes the author of self, he or she is moving away from following external formulas to developing their inner voices and makes meaning of life based on their internal foundation. She concluded that participants were not identified as reaching self-authorship, however they left college with an initial awareness of self-authorship and continue to make meaning in their lives as they develop their inner voices. Baxter Magolda later introduced the Learning Partnership Model (LPM) with Patricia King to foster self-authorship development. The LPM creates environments between individuals and authorities that effectively promote self-authorship. </span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgecFjBr7zFX0LeMJcQs9AESiYkuKCOCmZTdHjuWSV2n-mzCadCRaCNsSMLbh7yVkux5XGDHQdrgyZorJ9NKyN4ZkAhIAORvrhKj7l5ToJ5StI0naRXPVdTwQgUTLjvTsbQfskCU6rr8yg/s1600/Arrow+Self+Authorship.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="302" nx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgecFjBr7zFX0LeMJcQs9AESiYkuKCOCmZTdHjuWSV2n-mzCadCRaCNsSMLbh7yVkux5XGDHQdrgyZorJ9NKyN4ZkAhIAORvrhKj7l5ToJ5StI0naRXPVdTwQgUTLjvTsbQfskCU6rr8yg/s640/Arrow+Self+Authorship.png" width="640" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Use in Higher Education</span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Baxter Magolda argued that self authorship needs to be the basis for advance learning outcomes in college in order to effectively prepare students for this century. Self-authorship is being applied in college through interaction among students and educators and includes giving constructive instruction that allow for self reflection, clear interpretations of self beliefs, and active involvement in meaningful activities. Student Affairs develop self-authorship within resident halls, academic advising, career advising and professional student affairs staff. Self-authorship is critically reflected on the diverse population of students and their different experiences. </span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; mso-bidi-font-family: Arial;"><span style="font-family: Calibri;">Annotated Bibliography Entry</span></span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-family: Calibri;"><span style="font-size: 12pt; mso-bidi-font-family: Arial;">Walczak, K.K. (2008). Utilizing self-authorship to understand the college admission process. <i>Journal of College Admission</i>, (198), 31-35</span><span style="font-size: 12pt;"></span></span></div><div class="MsoListParagraph" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-add-space: auto;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="mso-bidi-font-family: Calibri;"><span style="font-family: Calibri;">The author draws from the student development theories of self-authorship and orders of consciousness to understand first year, traditional-aged college students. This includes how they understand entry into college through the admission process before they actually develop self-authorship in college. The author examines the development of students as they approach the admission process in the following stages: following external formulas/durable categories, the crossroads/cross-categorical thinking and becoming author of own life/self-authorship. Students do not have a viewpoint of self at first and rely upon others such as authorities (parents and admissions personnel) to tell them exactly what to do. Secondly, students begin to constructively make sense of differences and build their own viewpoints but still do not understand how others’ views influence theirs. Lastly, students are able to separate their viewpoints from others and act upon their own ideas and beliefs. The study concludes with implications that admission counselors and authorities should facilitate the developmental transition of where a student is and where college personnel expect them to be. </span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri;"><span style="font-family: Calibri;">References</span></span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri;"><span style="font-family: Calibri;">Magolda, M.B. (2004). <em>Making their own way</em>. Sterling, VA: Stylus.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri;"><span style="font-family: Calibri;">Magolda, M.B. (2010). The interweaving of epistemological, intrapersonal, and interpersonal development in the evolution of self-authorship. In M.B. Magolda, E.F. Creamer and P.S. Meszaros (Eds.), <i>Development and Assessment of Self-Authorship</i> (pp. 25-43). Sterling, VA: Stylus Publishing.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri;"><span style="font-family: Calibri;">Evans, N. J., Forney, D. S., Guido, F., Patton, L.D., & Renn, K.A. (2010). <i>Student development in college: Theory, research, and practice. 2<sup>nd</sup> Edition. </i>San Francisco: Jossey-Bass.</span></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-size: 12pt; mso-bidi-font-family: Calibri;"><span style="font-family: Calibri;">Walczak, K.K. (2008). Utilizing self-authorship to understand the college admission process. <i>Journal of College Admission</i>, (198), 31-35.</span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com14tag:blogger.com,1999:blog-8259872503418659303.post-7265588916153021832010-10-23T12:25:00.000-07:002010-10-23T12:25:04.104-07:00Faith Development Theory Written by Kylee Vanek<div class="separator" style="clear: both; text-align: center;"></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;"><u><strong>Summary of Theory</strong></u></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">The Faith Development Theory was first developed by Sharon Dolaz Parks in 1986 and then expanded on and modified in 2000. To develop the theory, Parks drew heavily on the work of earlier theorists; Perry, Kegan & Gilligan and Fowler. Their theories dealing with cognitive development, interpersonal development and community are very evident in Parks’ work.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Faith as defined by Parks is, “the activity of seeking and discovering meaning in the most comprehensive dimensions of our experience” (Parks, p. 7).<span style="mso-spacerun: yes;"> </span>Parks developed four periods associated with faith development: adolescent/conventional, young adult, tested adult, and mature adult. As individuals develop they have new ways of understanding, which Parks refers to as “forms of knowing.” These forms are authority-bound, unqualified relativism, probing commitment, tested commitment and conviction commitment. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Parks criticizes the importance American culture puts on independence, instead of focusing on inner dependence and the interconnectedness that all individuals share. Due to this critique, Parks discusses the different forms of dependence individuals experience and the forms of community that can empower them as they move towards a greater inner dependence. While not linear, these forms of dependency do allow for individuals to have an increasing awareness of their relationships with others. Individuals experience dependence/counter dependence, fragile inner dependence, confident inner dependence and eventually interdependence. In correlation the communities which individuals are involved in evolve, as well. Conventional communities, diffuse communities, mentoring communities, self-selected groups and open to the other are all communities that individuals may be a part of during their faith development. As individuals move through these communities it is important that these communities offer support and challenge to the individuals.<span style="mso-spacerun: yes;"> </span></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtqo-TOUPOGUvPNw2CDdxaIIBfnGsBBC-X37gD4DvNWT6TzRC-_BsT1OOWZsql6UtEnwrjXvulPocYUfrZ0nUTOYH1f7pp6XlZgR1fJgRLbBNtUCGeAo8sOgWOEFuNty-shIyMW5efeRQ/s1600/Parks+Faith.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" nx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtqo-TOUPOGUvPNw2CDdxaIIBfnGsBBC-X37gD4DvNWT6TzRC-_BsT1OOWZsql6UtEnwrjXvulPocYUfrZ0nUTOYH1f7pp6XlZgR1fJgRLbBNtUCGeAo8sOgWOEFuNty-shIyMW5efeRQ/s1600/Parks+Faith.bmp" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;"><strong><u>Uses in Higher Education</u></strong></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">The Faith Development Model is most applicable to higher education when it comes to faculty and staff members’ roles as mentors. The process of offering mentorships that balance both challenge and support to students is vital. This theory is also applicable in aiding students in developing their ability to question and develop their own truths. Higher education is a place for students to grow in their understanding of the academic world, but also in terms of their own self identities. Higher education must be a community that allows for questioning, reflection and a place to give voice to each person’s own beliefs. <span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;"><strong><u>Annotated Bibliography</u></strong></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Watt, S.K. (2003). Come to the River: Using Spirituality to Cope, Resist, and Develop Identity. <i>New Directions for Student Services,</i>104, 29-40. doi:10.1002/55.105</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Sherry Watt conducted a qualitative study in 1997 that looks at the experiences of African American college women to understand how they use faith to cope with negative stereotypes. This study involved 48 women among four focus-groups. Watt noted limitations with previous faith development theories including that of Parks. Four themes emerged from the study that reflected Parks’ importance of mentors including; Relation Are Our Teachers, Strong Women-Absent Men, Responsibility to Younger Siblings/Families and Important Relationships.<span style="mso-spacerun: yes;"> </span>Watt provided valuable implications for the practice of student affairs based on the study focusing on holistic development, support and recognizing the value that spirituality has in individuals’ lives. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><strong><u><br />
<span style="font-family: Calibri;">References</span></u></strong></div><div class="separator" style="clear: both; text-align: center;"></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). <i>Student development in college: Theory, research, and practice </i>(2<sup>nd</sup> ed., pp. 202-211). San Francisco, CA: Jossey-Bass.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Parks, S.D. (2000). <i>Big questions, worthy dreams: Mentoring young adults in their search for meaning, purpose, and faith</i>. San Francisco, CA: Jossey-Bass.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Watt, S.K. (2003). Come to the River: Using Spirituality to Cope, Resist, and Develop Identity. <i>New Directions for Student Services,</i>104, 29-40. doi:10.1002/55.105 </span></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com8tag:blogger.com,1999:blog-8259872503418659303.post-52708058662456090752010-10-23T12:18:00.000-07:002010-10-23T12:18:28.341-07:00Student Development Theory In Practice<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Over the first four weeks of the term, our class has been able to understand student development theories in practice through agencies and practitioners at the University of Utah as well as colleagues across the U.S.<span style="mso-spacerun: yes;"> </span>Here are some highlights.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Tony Gonzales, the Director of the First Scholars Program, shared with us information on his program that is focused on engaging first generation students to facilitate accomplishing their academic goals.<span style="mso-spacerun: yes;"> </span>The First Scholars Program provides 20 students with a scholarship that covers tuition, room, and board for their first year as well as continued financial resources beyond their first year if they meet renewal criteria.<span style="mso-spacerun: yes;"> </span>In addition, Tony serves as an academic advisor for these students to facilitate their success.<span style="mso-spacerun: yes;"> </span>He shared some initial experiences he has had with these students as well as his use of Astin’s I-E-O Model and Theory of Involvement as well as Tinto’s later theories on retention.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Dr. Gwen Fears, Director of Orientation and Leadership, discussed the components of her department that focus on orienting new students, connecting to parents, and facilitating student leadership.<span style="mso-spacerun: yes;"> </span>She explained her model of program development, which involves theory, best practice, and listening to the student experience.<span style="mso-spacerun: yes;"> </span>These three components result in programming that is holistic in facilitating student development.<span style="mso-spacerun: yes;"> </span>For orientation, she has drawn on Kolb’s Learning Theory, the Myers-Briggs Type Indicator, Chickering’s Seven Vectors, Holland’s Theory of Vocation Choice, and Perry’s Theory of Intellectual and Ethical Development.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">As the class discussed Chickering’s Seven Vectors, we reflected on the Professional Development Seminar from Nichols College in Dudley, MA.<span style="mso-spacerun: yes;"> </span>This seminar teaches professional skills to college students through a number of courses that are offered to students during the entire college degree.<span style="mso-spacerun: yes;"> </span>The Seven Vectors are used to organize the content by year.<span style="mso-spacerun: yes;"> </span>For example, Developing Competence, in the First Year course focuses on time management and introduces the personal portfolio.<span style="mso-spacerun: yes;"> </span>By the senior year, students are using their portfolios, developing resumes, and engaging in a senior project.<span style="mso-spacerun: yes;"> </span>Nichols has identified areas of competency for students based on academic year of their degree progression.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Recently, the class focused on the Theory of Self-Authorship by Marcia Baxter Magolda.<span style="mso-spacerun: yes;"> </span>An example from colleagues at Brigham Young University in Provo, UT demonstrated how academic advisors could use this theory to facilitate development of self-authorship by students.<span style="mso-spacerun: yes;"> </span>In her presentation at the 2010 National Academic Advising Conference, Gale Larson explained that conversations that encourage a student to reflect on his/her experiences through dialogue with an advisor will build self-authorship.<span style="mso-spacerun: yes;"> </span>This technique is important for students as they make decisions on majors, careers, and extra-curricular activities.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: Calibri;">Examples of applying theory to practice through guest speakers and materials from higher education colleagues are contributing to a deeper understanding of college student development.<span style="mso-spacerun: yes;"> </span>And, here’s a photo of our group that includes Dr. Fears.</span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbLTtTba_hyPKrAoqsWQ2Cq-WiYEqiQliN97DCdKeZcTsbas79QkHaeZmy1uTDN-4RN11Yd8LIPl3nKw7oNLKJDZlMeKROBQmM9Ez3RWcvyIbWDTrpsmMiSTFIQSnmRkfxMK8t_X4uaQE/s1600/September+2010+FL+UT+&+Class+248.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" nx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbLTtTba_hyPKrAoqsWQ2Cq-WiYEqiQliN97DCdKeZcTsbas79QkHaeZmy1uTDN-4RN11Yd8LIPl3nKw7oNLKJDZlMeKROBQmM9Ez3RWcvyIbWDTrpsmMiSTFIQSnmRkfxMK8t_X4uaQE/s640/September+2010+FL+UT+&+Class+248.JPG" width="640" /></a></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com5tag:blogger.com,1999:blog-8259872503418659303.post-90259261920424831782010-10-10T20:53:00.000-07:002010-10-10T20:53:51.660-07:00Women's Ways of Knowing - Synopsis by E. Kalstad<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZkj6rzpMuX0m_yE9gpg0-Edb0wL8gNGk92h8qr7EIrM4hgzNQf5LXHO9vr4cL_ebu8y3M7PapcMkJc0KY340A2atRAfWZVaT7Ofmx-tjk56qUMr_bDdfe9Z5dW0Gn5IPd2tnfDlrE8JQ/s1600/Women's+Ways+of+Knowing.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" ex="true" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZkj6rzpMuX0m_yE9gpg0-Edb0wL8gNGk92h8qr7EIrM4hgzNQf5LXHO9vr4cL_ebu8y3M7PapcMkJc0KY340A2atRAfWZVaT7Ofmx-tjk56qUMr_bDdfe9Z5dW0Gn5IPd2tnfDlrE8JQ/s320/Women's+Ways+of+Knowing.jpg" width="320" /></a></div><strong><u>Overview of Theory</u></strong> <br />
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Women’s Ways of Knowing is a theory by Belenky, Clinchy, Goldberger, Tarule (1986) that reflects on the work of Gilligan and Perry and emerged through research that encompassed a very broad demographic of women. This theory is based on in-depth interviews with 135 women about their self image, moral dilemmas, relationships of importance, education and learning, visions for the future, and perceived catalysts for change (Belenky et al., 1986). Based on the interviews, some common themes among the women emerged and became the five epistemologies of Women’s Ways of Knowing.<br />
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The theory consists of five groups, advancing from the most basic form of thought and intellect to the most complex. The first epistemology is “women of silence.” These women lack a voice of their own, conduct very little or no internal dialogue, and typically grew up disconnected from the community. The next epistemology is “women of received knowledge.” These women are completely dependent on others for knowledge (Belenky et al., 1986). The third group, “subjective knowers,” believes truth is in personal experience (Evans, 2010). Many of these women have experienced sexual abuse (Belenky et al., 1986). “Procedural knowers” are at the next level of knowing and these women believe each of us looks at the world through a different lens. They rely on a combination of intuition and external authorities for answers. The last of the epistemologies, “constructed knowledge,” integrates intuitive knowledge with learned knowledge from others. These women have developed a personal narrative, do not loose voice while listening to others, and use themselves to rise to new ways of thinking (Belenky et al., 1986). <br />
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<strong><u>Example of How it’s Been Used in Higher Ed.</u></strong>The Women’s Ways of Knowing theory has been used as a means to improve curriculum design, instruction, and techniques in educating women at the college level. Women need colleges that will set them free to find their own voice. In this move toward freedom, women need a great amount of support, but they often are too nurtured in higher-education and may actually benefit from a more impersonal approach (Belenky et al., 1986). This would challenge women to be more responsible, independent and active in their learning process. Women students need opportunities to see professors (male and female) fail in their abilities to solve problems. Women need to see models of thinking as human, imperfect and achievable. <br />
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<strong><u>Annotated Bibliography</u></strong><br />
Nah, Y. (2003). Contextual influences on women’s identities and leadership styles. Asian Journal of Women’s Studies, 9(4), 69. Retrieved from the ProQuest database.<br />
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Nay conducted research on five Korean women leaders in male-dominated professions. The research applied Belenky et al.’s theory of Women’s Way of Knowing by conducting a series of three interviews about their backgrounds, career profiles and experience overcoming gender-based discrimination. The study had two main goals 1) to challenge the belief that women’s identities and leadership styles are primarily relation-conscious based, and 2) to challenge the role of gender as the primarily determinant (over age, ethnicity, socioeconomic level, educational experiences and power) of a woman’s thought and behavior. The study found that you cannot generalize women. The context in which the women lived had a much greater correlation of their leadership styles, thoughts and behaviors than their gender. I found this article helpful in targeting a very specific population, but it was limited by a lack of randomness. Participants volunteered themselves after being informed of the goals of the study. <br />
<strong><u>References</u></strong><br />
<strong><u></u></strong><br />
Belenky, M.F., Clinchy, B. M., Goldberger, N.R., Tarule, J.M. (1986). Women’s ways of knowing: The development of self voice and mind. New York: Basic Books Inc.<br />
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Evans, N.J., Forney, D.S., Guido, F., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice. 2nd Edition. San Francisco: Jossey-Bass.<br />
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Nah, Y. (2003). Contextual influences on women’s identities and leadership styles. Asian Journal of Women’s Studies, 9(4), 69. Retrieved from the ProQuest database.Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com9tag:blogger.com,1999:blog-8259872503418659303.post-44715397722984070652010-10-09T13:04:00.000-07:002010-10-09T13:07:50.085-07:00King & Kitchener's Reflective Judgment Model - Synopsis Written by Richel Raich<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCyhmLq_7-lWYTe8ZCz-SMhIS2IBENeZEB_hFi2xj2pswU9m2IZkkgJ1pQmFxVtzvKhcCIArWQvXMI_HbDnH6AbN2oNCgyMHy09URFCiV0dTLdex0GW2VAJxHnlkVQ5puUr6ME2vgOXkg/s1600/King+&+Kit+book.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" ex="true" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCyhmLq_7-lWYTe8ZCz-SMhIS2IBENeZEB_hFi2xj2pswU9m2IZkkgJ1pQmFxVtzvKhcCIArWQvXMI_HbDnH6AbN2oNCgyMHy09URFCiV0dTLdex0GW2VAJxHnlkVQ5puUr6ME2vgOXkg/s320/King+&+Kit+book.jpg" width="208" /></a></div>Patricia M. King and Karen Strohm Kitchener spent 15 years developing the Reflective Judgment Model, a model that better explains how students develop arguments and judgments. King and Kitchener began by building on the intellectual development theories of Perry, Piaget and others. <br />
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The Reflective Judgment Model is comprised of 7 stages which fit within 3 clusters: pre-reflective, quasi-reflective and reflective. The stages are linear in nature but it is possible to be in more than one stage at a time (see figure 1). In the first cluster, pre-reflective thinking, students believe that all questions must have a right, definitive answer. They also do not use evidence to support their answers. Quasi-reflective thinkers identify that the answers to some questions will be uncertain but are challenged in validating their conclusions about knowledge. Reflective thinking, stages 6 and 7, demonstrates development in critical thinking as one comes to know.<span style="mso-spacerun: yes;"> </span>Characteristics of this cluster include understanding context, identifying pertinent data, and being active in the construction of knowledge, including reevaluation.<span style="mso-spacerun: yes;"> </span><br />
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<span style="mso-spacerun: yes;"></span>King and Kitchener developed the Reflective Judgment Interview or RJI to evaluate students’ stages on the Reflective Judgment Model. Trained interviewers asked students 4 ill-structured problems without clear and certain resolutions. Many different studies using the RJI, which combined interviewed over 1,000 students, revealed example answers for students in different stages of the Reflective Judgment Model. <br />
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<u>Use in Higher Education</u><br />
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</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">The Reflective Judgment Model is incredibly useful in the field of higher education, in and out of the classroom. Professors can use the model, and King and Kitchener’s suggestions, to better understand students’ learning processes and modify curriculum to facilitate students’ moving onto higher stages of reflective judgment. Student affairs professionals can also use the Reflective Judgment Model to create programming to increase students’ reflective thinking.<span style="mso-spacerun: yes;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
<u>Annotated Bibliography</u></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Ilacqua, J. A., & Prescott, M. E. (2003, Winter). Knowing economic theory: Applying the </div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">reflective judgment model in introductory economics. <i>Education, </i><span style="mso-bidi-font-style: italic;">124(2), 368-375, 268-</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;"><span style="mso-bidi-font-style: italic;">270. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in;"><span style="mso-bidi-font-style: italic;">In attempt to increase students’ productivity and capacities for knowledge, two professors from Bryant College in Rhode Island created economics assignments with King and Kitchener’s Reflective Judgment model in mind. They tested these assignments on two different introductory economics courses: a day course of all traditional, first year students and a night course of less traditional, older students. The professors prefaced these assignments by explaining the Reflective Judgment model to students and their expectations of increased reflection by the students. Results from the students’ second assignments did demonstrate an increased ability to use reflective judgment, especially for students in the night class. The professors’ use of the Reflective Judgment Model in the assignments was creative and their choice to inform students of the model prior to completing the assignments can be credited for the study’s successful results. The article was a great example of using theory in the classroom. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in;"><br />
</div><span style="mso-bidi-font-style: italic;"></span><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;"><u>References</u></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Later cognitive </div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;">structural theories. In <i>Student development in college: Theory, research, and practice </i></div><div class="MsoNormal" style="margin: 0in 0in 0pt; text-indent: 0.5in;"><span style="mso-bidi-font-style: italic;">(2nd ed., pp. 130-135). San Francisco, CA: Jossey-Bass.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;">King, P. M., & Kitchener, K. S. (1994). <i>Developing reflective judgment: Understanding and </i></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in;"><i>promoting intellectual growth and critical thinking in adolescents and adults. </i><span style="mso-bidi-font-style: italic;">San Francisco, CA: Jossey-Bass.</span></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com6tag:blogger.com,1999:blog-8259872503418659303.post-34018058166357244362010-09-24T21:15:00.000-07:002010-09-24T21:15:38.905-07:00Update on the ContributorsThe contributors to this blog are incredible! Each student is making sure she/he offers a complete description in an oral presentation to the class as well as writing this blog. The discussion after the presentation has been very lively with great questions that are being examined by all in the room.<br />
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In addition to our dialogue on the readings and presentations, the students have been reflecting on their own development in the context of the theories we are studying. These personal reflection offer all of us a deeper understanding as well as pointing out the complexity of student development.<br />
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I am looking forward to future posts! And THANK YOU to all who are reading!Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com2tag:blogger.com,1999:blog-8259872503418659303.post-46410409608695908382010-09-24T20:59:00.000-07:002010-09-24T20:59:34.065-07:00Gilligan's Theory of Women's Moral Development By Amy Butler<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR4DO6Mk13rhxY7yyiijap1RAOFBiNw8LA27hpd-B7pEZtdF1bnVgzviOhE-MKX3ehb6IqEVTJ6ttVhctHXTbQwUvxOkSVn8XF8aWfu5CmJebsc7s6pmpRHVPsctyaT3PsPMZJdS21WuA/s1600/Gilligan+Book.bmp" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR4DO6Mk13rhxY7yyiijap1RAOFBiNw8LA27hpd-B7pEZtdF1bnVgzviOhE-MKX3ehb6IqEVTJ6ttVhctHXTbQwUvxOkSVn8XF8aWfu5CmJebsc7s6pmpRHVPsctyaT3PsPMZJdS21WuA/s320/Gilligan+Book.bmp" width="213" /></a></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><u><span style="font-family: Calibri;">Summary of Theory</span></u></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: Calibri;">Carol Gilligan was disillusioned with existing theories because they focused mainly on males and placed females on a lower scale of moral development. Gilligan spent decades researching girls and women to propose her theory of moral development. Women perceive care and responsibility to others as their moral foundation. Development progresses through three distinct levels and two transition periods, with each representing a more sophisticated understanding of self and responsibility.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"><span style="font-family: Calibri;"> </span></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: Calibri;">Level one, orientation to individual survival, shows the individual as self-centered and unable to distinguish between necessity and desire. The individual attempts to protect herself by not pursuing intimate relationships with others. The first transition is from selfishness to responsibility, in which there exists a new connection to others and a differentiation between needs and wants. Goodness as self-sacrifice is the second level of development. In this stage, the individual places greater reliance on others and yearns for social acceptance. In the second transition, from goodness to truth, the individual questions why she places others’ needs above her own. The third and last level, the morality of nonviolence, shows an individual with a transformed understanding of self. There is much respect for the self and individual needs, but the individual also recognizes responsibility and care for others and selects among competing choices.</span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn1ccg0BjI7_86cgVx1vKy0d2-fpSrn2-ushrzjpQfge_UCxd-mdQ0TDyldZeBQud9cVhxgnvqENkryZtbR752FObsYaROYgn4Pr34CujZArdsscNiMpHZ7ByDGtHRBWQGxRYoIhcwIvA/s1600/GilligansStages1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn1ccg0BjI7_86cgVx1vKy0d2-fpSrn2-ushrzjpQfge_UCxd-mdQ0TDyldZeBQud9cVhxgnvqENkryZtbR752FObsYaROYgn4Pr34CujZArdsscNiMpHZ7ByDGtHRBWQGxRYoIhcwIvA/s640/GilligansStages1.jpg" width="608" /></a></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><u><span style="font-family: Calibri;">Use in Higher Education </span></u></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="mso-tab-count: 1;"><span style="font-family: Calibri;"> </span></span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: Calibri;">Gilligan’s theory of moral development has been applied to higher education in the form of student leadership. Once student leaders recognize the benefits of using both a care and justice orientation, they can more effectively fulfill their duties. Care emphasizes relationships, inclusion, and interdependence, which are crucial aspects to teamwork and group cohesion. On the other hand, justice promotes power, assertiveness, and objectivity, which are also necessary to motivate others and make progress towards a common goal. Student leaders who incorporate both orientations into their leadership styles can be more efficient.</span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><u><span style="font-family: Calibri;">Annotated Bibliography</span></u></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: Calibri;">Tanaka, G. (2002). Higher education’s self-reflexive turn: Toward an intercultural theory of student development. <i style="mso-bidi-font-style: normal;">The Journal of Higher Education, 73</i>(2), 263-296. </span></div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNoSpacing" style="margin: 0in 0in 0pt;"><span style="font-family: Calibri;">Tanaka researched numerous student development theories to create a cohesive intercultural theory. He collected data on survey instruments, which measured student progress along academic and social constructs. Considering the increasing complexity and diversity of campuses and multiple identifiers such as race, gender, and sexual orientation, Tanaka proposed examining each person’s subjective position, regardless of whether it is the typical norm. He created survey questions which ask students about their campus experience in terms of dominant racial culture, the power play between males and females, and differences in economic class. Tanaka’s vision is headed in the right direction, although the application of this survey tool has not been explored to validate his suggestions.</span></div><br />
<div class="MsoNormal" style="margin: 0in 0in 0pt; text-align: left;"><span style="font-size: 12pt;"><span style="font-family: Calibri;"><u>References</u></span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">Evans, N. J., Forney, D. S., Guido, F., Patton, L. D., & Renn, K. A. (2010). <i style="mso-bidi-font-style: normal;">Student development in college: Theory, research, and practice. 2<sup>nd</sup> Edition</i>. San Francisco: Jossey-Bass.</span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">Gilligan, C. (1993).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">In a different voice:<span style="mso-spacerun: yes;"> </span>Psychological theory and women’s development</i>.<span style="mso-spacerun: yes;"> </span>Cambridge, MA:<span style="mso-spacerun: yes;"> </span>Harvard University Press.</span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">Kohlberg, L., & Gilligan, C. (1971). The adolescent as a philosopher: The discovery of the self in a postconventional world. <i style="mso-bidi-font-style: normal;">Twelve to Sixteen: Early Adolescence, 100</i>(4). 1051-1086.</span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">Tanaka, G. (2002). Higher education’s self-reflexive turn: Toward an intercultural theory of student development. <i style="mso-bidi-font-style: normal;">The Journal of Higher Education, 73</i>(2), 263-296. </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;"><span style="font-size: 12pt;"><span style="font-family: Calibri;">Walker, L. J., De Vries, B., & Trevethan, S. D. (1987). Moral stages and moral orientations in real-life and hypothetical dilemmas. <i style="mso-bidi-font-style: normal;">Child Development, 58</i>(3). 842-858.</span></span></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com19tag:blogger.com,1999:blog-8259872503418659303.post-9779899012987878442010-09-24T20:26:00.000-07:002010-09-24T20:26:45.069-07:00Kohlberg’s Theory of Moral Development – Description by S. Khouanphet<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYmL7EeCZtn0dBtinGXzbUaxQy99b1KvObuUCgq56NEQGtRSQTR8UpBAuuIPxjYPtzwvg_s_Vi9FxWlx6y8-_lK3qeItuzFvDF8iFwsaf3Yjh_3qsPmpVko87Fgt-oS-zVnDfqeFWK-BE/s1600/kohlberg_1969.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYmL7EeCZtn0dBtinGXzbUaxQy99b1KvObuUCgq56NEQGtRSQTR8UpBAuuIPxjYPtzwvg_s_Vi9FxWlx6y8-_lK3qeItuzFvDF8iFwsaf3Yjh_3qsPmpVko87Fgt-oS-zVnDfqeFWK-BE/s1600/kohlberg_1969.jpg" /></a></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><u><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">Overview of Theory</span></u></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><u><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";"><span style="text-decoration: none;"></span></span></u></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">Lawrence Kohlberg was one of the first to research the moral reasoning of adolescent boys and (later, college students) while at the University of Chicago in 1958 (Evans, 2010).<span style="mso-spacerun: yes;"> </span>He based his theory on Jean Piaget’s three stages of moral development and identified three additional stages of development and revised Piaget’s stages.<span style="mso-spacerun: yes;"> </span>To develop his theory he used a series of hypothetical dilemmas and focused on the process of how individuals make moral judgments and not the content of these decisions.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">The theory is a six-stage sequence grouped into three levels.<span style="mso-spacerun: yes;"> </span>At level 1 (preconventional), individuals are judged by direct consequences and their perspective is on their own needs.<span style="mso-spacerun: yes;"> </span>At level 2 (conventional), individuals recognize the rules and expectations of others by comparing it to society’s views.<span style="mso-spacerun: yes;"> </span>Level 3 (postconventional) is where individuals separate themselves from society’s view and views rules as useful but interchangeable.<span style="mso-spacerun: yes;"> </span>In the first stage of the preconventional level, (heteronomous morality stage) implies that the individual is obedient in order to avoid punishment.<span style="mso-spacerun: yes;"> </span>The second stage (individualistic, instrumental morality) individuals follow rules in their own interest.<span style="mso-spacerun: yes;"> </span>At stage 3 (interpersonally normative morality) in the conventional level is described as living up to what is expected by people and needing to be good in the eyes of others. At stage 4 (social system morality), individuals make moral decisions from the perspective of society as whole. In stage 5 (human rights and social welfare morality) of the postconventional level, principles and values that emphasize basic rights become familiar.<span style="mso-spacerun: yes;"> </span>And at stage 6 (morality of unversalizable, reversible, and prescriptive general ethical principles) individuals believe ideals as a rational person and follows self-chosen ethical principles.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">There are three characteristics of Kohlberg’s Stages: 1) Structure, individuals in any particular stage will display similar reasoning patterns of that stage regardless of the situation, 2) Sequential, advancement through stages is specific and in sequence, no skipping of stages and 3) Hierarchical, each successive stage is more highly developed than the previous because it incorporates aspects of all earlier stages. Two factors facilitate moral development: exposure to others in higher stages of moral reasoning and disequilibrium, experiencing situations that cause internal moral conflict (Evans, 2010).</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOBBFnfckOM8RmJpyP5dw0kiU-xABH-SimVCMNrv5MKFISmtZbOiqJRTRVsZ4q7F0h3u7pRC5YSLg9Ud6AAO8EOT2dgvAxuNXNg18YeMkeuOtwIGOTAbPTsnLPDGY7NC6LEOeod2xq66A/s1600/Image1.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" px="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOBBFnfckOM8RmJpyP5dw0kiU-xABH-SimVCMNrv5MKFISmtZbOiqJRTRVsZ4q7F0h3u7pRC5YSLg9Ud6AAO8EOT2dgvAxuNXNg18YeMkeuOtwIGOTAbPTsnLPDGY7NC6LEOeod2xq66A/s1600/Image1.gif" /></a></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><u><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">Use in Higher Education</span></u></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">Kohlberg’s Theory has been included in discussions of moral dilemma in academic courses to focus on personal development, self-reflection and increase perspective taking to further help individuals transition to more advanced reasoning.<span style="mso-spacerun: yes;"> </span>More specifically, his Moral Judgment Interview (MJI) has been widely used to measure the moral development of professional school students, where the qualities of moral character are at a high expectation.<span style="mso-spacerun: yes;"> </span>The MJI can be used to evaluate educational interventions such as the study described below that indicate further implications on changes of curriculum to further enhance students’ moral development. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";"></span><u><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">Annotated Bibliography Entry </span></u></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">Patenaude, J., Niyonsenga, T., Fafard, D. (2003). <i>Changes in student’s moral development during medical school: a cohort study</i>. Canadian Medical Association Journal, 168(7), 840-844. Retrieved from Academic Premier database.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">This article evaluates the research of a cohort of medical students enrolled at the University of Sherbrooke, Quebec to assess their progress in moral reasoning over the first 3 years of their education.<span style="mso-spacerun: yes;"> </span>The authors invited 92 medical students to complete a questionnaire on moral reasoning at the start of their first year and again at the end of their third year.<span style="mso-spacerun: yes;"> </span>The French version of Kohlberg’s Moral Judgment Interview was used and then responses were coded by stage of moral development, and weighted average score were assigned according to frequency of use of each stage.<span style="mso-spacerun: yes;"> </span>Results did not show an increase in the development of moral reasoning that was expected with maturation and involvement in university studies.<span style="mso-spacerun: yes;"> </span>There was a significant decrease in weighted average scores after 3 years of medical education.<span style="mso-spacerun: yes;"> </span>The authors clearly suggest that this finding indicates a leveling to a lower threshold of development over time, which is expected from this age group.<span style="mso-spacerun: yes;"> </span>Suggestions from the authors include more longitudinal studies as well as challenging faculty to create a curriculum that will enable medical students to at least maintain their stage of moral development rather than decrease through their medical education experience.<span style="mso-spacerun: yes;"> </span>They note their limitations of the study, such as the overrepresentation of women in the study population, which they indicated it could have been because women are more interested than men in ethical issues.<span style="mso-spacerun: yes;"> </span>The authors failed to recognize that Kohlberg’s MJI was used only with males and the MJI itself could have been a poor indicator for their study. </span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><u><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";"><span style="text-decoration: none;"></span></span></u></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><u><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">References</span></u></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">Evans, N.J., Forney, D.S., Guido, F., Patton, L.D., & Renn, K.A. (2010). <em>Student development in college: Theory, research, and practice. 2<sup>nd</sup> Edition.</em> San Francisco: Jossey-Bass.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">Kohlberg, L. (2005).<span style="mso-spacerun: yes;"> </span>Moral stages and moralization:<span style="mso-spacerun: yes;"> </span>The cognitive-developmental approach.<span style="mso-spacerun: yes;"> </span>In M.E. Wilson & L.E. Wolf-Wendel (Eds.), <i style="mso-bidi-font-style: normal;">ASHE reader on college student development theory</i> (pp. 549-568).<span style="mso-spacerun: yes;"> </span>Boston, MA:<span style="mso-spacerun: yes;"> </span>Pearson Custom Publishing.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times", "serif"; mso-bidi-font-family: "Times New Roman";">Patenaude, J., Niyonsenga, T., Fafard, D. (2003). <i>Changes in student’s moral development during medical school: a cohort study</i>. Canadian Medical Association Journal, 168(7), 840-844. </span></div><br />
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</div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com8tag:blogger.com,1999:blog-8259872503418659303.post-19278238765898126972010-09-17T20:23:00.000-07:002010-09-17T20:23:37.488-07:00Perry’s Theory on Intellectual and Ethical Development by Elvina Adakai<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirAyOiRhOOjZK-mwvnAURCPLkDhrbFMeP5lebrO4imDS5tLF_EV8GvDFEpbAzLLeg-8MH1LNVp77oxge94oPjHxUHjLTpAIViUuGEiVBDOJOhcFxpR-awKA4d9gL2gg6bhjWwjwwwQ0sY/s1600/Forms-of-Intellectual-and-Ethical-Development-in-the-College-Years.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" qx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirAyOiRhOOjZK-mwvnAURCPLkDhrbFMeP5lebrO4imDS5tLF_EV8GvDFEpbAzLLeg-8MH1LNVp77oxge94oPjHxUHjLTpAIViUuGEiVBDOJOhcFxpR-awKA4d9gL2gg6bhjWwjwwwQ0sY/s320/Forms-of-Intellectual-and-Ethical-Development-in-the-College-Years.jpg" width="206" /></a></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Overview of Theory</span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Perry’s Theory on Intellectual and Ethical Development was conducted in 1968 at Harvard University when Perry was serving as a Director in the Bureau of Study Council (Evans, 2010). <span style="mso-spacerun: yes;"> </span>He did his research on some male students at Harvard and some female students at Radcliffe, and he conducted year-end interviews on these students during their four years at the institution.<span style="mso-spacerun: yes;"> </span>The theory consists of nine positions and these positions are a tool for interacting with students that will help us understand students better. </span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;">Duality is when a student thinks there is an authority who knows the right answer and the authority should share the answer with them because they are all knowing. You can only be right or wrong there are no other answers to the problems you are faced with.<span style="mso-spacerun: yes;"> </span>Multiplicity is when you are willing to find out the right answer to the question you are faced with.<span style="mso-spacerun: yes;"> </span>Students in multiplicity are not so quick to have an answer given to them, but they want to find out for them selves through research so they can come up with their own opinion.<span style="mso-spacerun: yes;"> </span>Relativism is initiated by recognition of the need to support opinions and knowledge is viewed more quantitatively (Evans, 2010).<span style="mso-spacerun: yes;"> </span>Commitment in relativism is when students are required to make decisions in the real world, such as making decision about majors, relationships or their sense of identity (Evans, 2010).<span style="mso-spacerun: yes;"> </span>The last set of positions is the deflection from cognitive growth.<span style="mso-spacerun: yes;"> </span>Temporizing is the timeout period.<span style="mso-spacerun: yes;"> </span>Students who are in this position do not know where their next step should be and let outcomes from tests determine their next step.<span style="mso-spacerun: yes;"> </span>Escape is when a student is abandoning their responsibility and they do not want to make commitments.<span style="mso-spacerun: yes;"> </span>Retreat is when a student goes back to dualism and wants a counselor or another type authority to give them the answers to what their next step should be.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Use in Higher Education</span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Residence Hall, Academic Advisors, Financial Aid Advisors or Admissions advisors use Perry’s Theory in counseling with students.<span style="mso-spacerun: yes;"> </span>The residence hall advisors could use this theory with the way they pair up students in their halls.<span style="mso-spacerun: yes;"> </span>They would be able to figure out what type of students they are dealing with when a student has a problem.<span style="mso-spacerun: yes;"> </span>Financial Aid advisors could also benefit from this theory because the advisors deal with different types of students who do not want to take responsibility for why their paperwork did not get turned in on time.<span style="mso-spacerun: yes;"> </span>Students usually want someone to tell them if they are doing the process correctly.<span style="mso-spacerun: yes;"> </span>Sometimes with where I work we call this handholding.<span style="mso-spacerun: yes;"> </span>With Perry’s Theory we can figure out what kind of student we are dealing with and help them move (or reposition) from the dualistic position to a position that accepts multiple views.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Annotated Bibliography Entry</span></b></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Zhang, L., & Watkins, D. (2001). Cognitive Development and Student Approaches To Learning: An Investigation of Perry's Theory with Chinese and U.S. University Students. <i style="mso-bidi-font-style: normal;">Higher Education</i>, <i style="mso-bidi-font-style: normal;">41</i>(3), 239-61. Retrieved from ERIC database.</span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">The authors, Zhang and Watkins conducted research using Perry’s theory on 67 US students and 193 mainland Chinese students to see if they could find relationships between the cognitive developments of these students.<span style="mso-spacerun: yes;"> </span>They had three main goals 1) to examine the relationship between Zhang Cognitive Development Inventory and the Study Process Questionnaire, 2) to explore the differences in cognitive developmental patterns between American and Chinese students, and 3) to identify the similarities and differences between American and Chinese students in the relationships of cognitive development with academic achievement and with selected student characteristics.<span style="mso-spacerun: yes;"> </span>American students showed more of a relativistic way of learning.<span style="mso-spacerun: yes;"> </span>Chinese students were more dualistic.<span style="mso-spacerun: yes;"> </span>Chinese students when they first enter college have a predetermined major.<span style="mso-spacerun: yes;"> </span>US students are more open to finding out what interests them and are more open to trying different fields than Chinese students are.<span style="mso-spacerun: yes;"> </span>I found this article helpful because when Perry conducted his initial research he did not take into consideration students from different cultural or ethnic backgrounds.<span style="mso-spacerun: yes;"> </span>He also did not conduct his research on other types of students besides males.<span style="mso-spacerun: yes;"> </span></span></div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">References</span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; tab-stops: -.5in; text-indent: -0.5in;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt;">Evans, N. J., Forney, D. S., Guido, F., Patton, L.D., & Renn, K.A. (2010). <i>Student development</i></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-hyphenate: none; tab-stops: -.5in; text-indent: -0.5in;"><i><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt;">in college: Theory, research, and practice. 2<sup>nd</sup> Edition. </span></i><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt;">San Francisco: Jossey-Bass.<span style="mso-spacerun: yes;"> </span><b></b></span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt;">Zhang, L., & Watkins, D. (2001). Cognitive development and student approaches to learning: An investigation of Perry's Theory with Chinese and U.S. university students. <i style="mso-bidi-font-style: normal;">Higher Education</i>, <i style="mso-bidi-font-style: normal;">41</i>(3), 239-61. Retrieved from ERIC database.</span></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt;">Additional Readings</span></b></div><div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; mso-bidi-font-size: 11.0pt;">Perry, W.G., Jr. (1968).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Forms of intellectual and ethical development in the college years:<span style="mso-spacerun: yes;"> </span>A scheme.</i><span style="mso-spacerun: yes;"> </span>New York:<span style="mso-spacerun: yes;"> </span>Holt, Rinehart, & Winston.</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt;"></span></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com8tag:blogger.com,1999:blog-8259872503418659303.post-23876173108472373282010-09-17T20:02:00.000-07:002010-09-17T20:02:24.725-07:00Chickering's Theory of Seven Vectors by Andrea Cox<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgyTJ38dhIlcpF7jNzbr0sY8MfXTZG-gEmZldrdeKhzXHd8HsxbqaBEZQI-FbR31dXDJQBEflH673KqHC5qJ4vEo5D5REBN8Y5mvW2yAI0TpMN8UOC9DZ5VMNH02iAiUhI26IMR7bvWy4/s1600/7vectors.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="243" qx="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgyTJ38dhIlcpF7jNzbr0sY8MfXTZG-gEmZldrdeKhzXHd8HsxbqaBEZQI-FbR31dXDJQBEflH673KqHC5qJ4vEo5D5REBN8Y5mvW2yAI0TpMN8UOC9DZ5VMNH02iAiUhI26IMR7bvWy4/s400/7vectors.jpg" width="400" /></a></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><u><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Theory Overview</span></u></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Chickering’s Theory of Seven Vectors (1969) delves into the idea that college students experience seven vectors of development throughout their college experience. These vectors of development must reach resolution for the student to achieve identity. Though Chickering, and later as revised by Reisser (1993), did not necessarily state that a student’s movement through these seven vectors were sequential, the theory indicates that student’s must resolve through a specific group of vectors as a springboard or foundation towards progressing through later vectors (Foubert, 2005). </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">As to the revision of the vectors as instigated by Reisser, the definition of development meant students were proceeding along the seven vectors of developing competence, managing emotions, moving through autonomy toward inter-dependence, <span style="mso-spacerun: yes;"> </span>developing mature interpersonal relationship, establishing identity, developing purpose, and developing integrity (Foubert, <span style="mso-spacerun: yes;"> </span>2005) during their college experience. <span style="mso-spacerun: yes;"> </span>Chickering and Reisser go on to postulate that students can experience several vectors at once rather than having to resolve one before moving on to the other. <span style="mso-spacerun: yes;"> </span>The vectors build upon each other leading to greater “complexity, stability, and integration” (Evans, 2010). Chickering and Reisser also acknowledged that the educational environment plays an enormous role in a student’s ability to progress and resolve each vector. They suggested seven educational environmental influences that impact a student’s development are as follows: institutional objectives, institutional size, student-faculty relationship, curriculum, teaching, friendships and student communities, and student development programs (Evans, 2010).<span style="mso-spacerun: yes;"> </span>These influences not only affect a student’s ability to progress through all seven vectors, but also, affect the rate in which they do so.</span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">However, what Chickering and Reisser fail to fully address is the application of the seven vectors to a diverse group of student’s, i.e., students of different ethnic and racial backgrounds, gender, and gay, lesbian, and bisexual students. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><u><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Use in Higher Education</span></u></div><div style="border-bottom: windowtext 1pt solid; border-left: medium none; border-right: medium none; border-top: medium none; mso-border-bottom-alt: solid windowtext .75pt; mso-element: para-border-div; padding-bottom: 1pt; padding-left: 0in; padding-right: 0in; padding-top: 0in;"><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 10pt; mso-border-bottom-alt: solid windowtext .75pt; mso-padding-alt: 0in 0in 1.0pt 0in; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">An example of how Chickering’s theory and seven vectors are used in higher education is most apparent in the inherent differences between incoming freshman and a graduating senior.<span style="mso-spacerun: yes;"> </span>It is clear in most cases that a graduating senior will have resolved many of Chickering’s vectors by the time they are ready to enter the “real world.” Freshmen, on the other hand, are in a transition period where they are starting to build a “foundation” of basic college student developmental needs before attempting to address such vectors as “developing purpose” or “establishing identity”, which most seniors may have already experienced. Student affairs individuals or academic counselors have different expectations when a freshman enters their office versus when a senior enters. In such a scenario, an advisor can use Chickering’s vectors to assess where the student is on their developmental journey simply by knowing what class they are in. <span style="mso-spacerun: yes;"> </span>Again, it would be prudent to utilize Chickering’s theory and vectors as a guideline to addressing student needs rather than trying to assess sequentially where the student is and where the student “should be going” as their next stage of development. As indicated in the below article, “A longitudinal Study of Chickering and Reisser’s Vectors: Exploring Gender Differences and Implications for Refining the Theory” by John D. Foubert, Monica L. Nixcon, V. Shamim Sisson, and Amy Barnes, it is important to understand that applying Chickering’s vectors sequentially to a very diverse population of students, in this case males vs. females, may not be as useful since students develop differently at different rates and many times, these differing rates of development could be connected to factors like gender, race, and sexual orientation. </span></div></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><u><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Annotated Bibliography</span></u></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Foubert, J., Nixon, M.L, & Sisson, V.S. (2005). A longitudinal study of Chickering and Reisser’s vectors: Exploring gender differences and implications for refining the theory.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Journal of College Student Development, 46</i>, 461-471. doi: 10.1353/csd.2005.0047 </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">This article examines Chickering’s and Reisser’s theory and seven vectors as they apply to students depending on gender.<span style="mso-spacerun: yes;"> </span>The author’s partially support the theory that student’s develop along these vectors during their college experience. However, they go on to question the validity of the theory being sequential and attempt to establish the theory that student’s develop through these vectors at different rates, in different “orders”, based on factors such as race, ethnicity, and particular to this study, gender. They found that women tend to develop through the vector of mature, interpersonal relationships before they experience the vector dealing with autonomy and interdependence. In fact, their findings suggest that women actually enter college more “developed” than their male counterparts and because much of their development is in developing inter-personal relationships, women are more tolerant of others differences and more accepting of diverse populations than men generally speaking. The authors suggest that this finding indicates that student affairs personnel consider programs that focus on facilitating men’s development in areas of stereotyping, language, and the value of diversity. They conclude that this study confirms that examining the diversity of the college student population in relation to Chickering’s and Reisser’s vectors is essential to its proper application. </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><u><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">References</span></u></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="color: #222222; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Evans, N.J., Forney, D.S., Guido-DiBrito, F. (1998). <em>Student development in college: Theory, research, and practice (1st ed).</em> San Francisco: Jossey-Bass.</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"> </span></div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Foubert, J., Nixon, M.L, & Sisson, V.S. (2005). A longitudinal study of Chickering and Reisser’s vectors: Exploring gender differences and implications for refining the theory. <span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Journal of College Student Development, 46</i>, 461-471. doi: 10.1353/csd.2005.0047 </span></div><div class="separator" style="clear: both; text-align: center;"></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><u>Additional Readings</u></span></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Chickering, A.W. (1969). <em>Education and identity</em>. San Francisco: Jossey-Bass.</span></div><div class="MsoNormal" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 10pt;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Chickering, A.W. & Reisser, L. (1993). <em>Education and identity</em> (2nd ed.). San Francisco: Jossey-Bass.</span></div>Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com7tag:blogger.com,1999:blog-8259872503418659303.post-18156225262937323502010-08-30T20:22:00.000-07:002010-08-30T20:22:31.762-07:00Holland's Theory of Vocational Personalities & Environments - Description written by S. A. Aiken-Wisniewski<div class="separator" style="clear: both; text-align: center;">The Hexagon Used to Explain Type & Subtype (U of Florida Website)<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkx0vC-v8rFyCnWKwA2n2bhOzZdgIEteBYYf1GvPEAM5LxUWVHOrHY-rWOrIFsMn8eF6MFBjAYPnBvG8hK7mA2souSKV5KWTA9OF46iMXNtTczz5cl3dJOXyr0cAp2rHylsC3engfJM7I/s1600/hexagon+2.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="267" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkx0vC-v8rFyCnWKwA2n2bhOzZdgIEteBYYf1GvPEAM5LxUWVHOrHY-rWOrIFsMn8eF6MFBjAYPnBvG8hK7mA2souSKV5KWTA9OF46iMXNtTczz5cl3dJOXyr0cAp2rHylsC3engfJM7I/s400/hexagon+2.gif" width="400" /></a></div><strong><u>Overview of Theory</u></strong><br />
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John Holland created this theory based on his work as a vocational counselor. His first iteration of the theory emerged in 1959 and focused on the task of searching for compatibility between personality and environment. Since 1959, Holland’s Theory has evolved through the original creator and other scholars. Noteworthy concepts that have been added include subtypes and identity.<br />
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Holland’s theory offers an understanding of people and environments within a vocational context. The first premise is that individuals fit into 6 types that represent distinct interests and values. The second premise is that environments can be divided into six categories that are similar to the types that describe people. The third premise is that people seek out environments that complement their type or subtype. But if the environment does not complement the individual’s type, then change will occur. Either the individual will take on interests or values from the environment or the individual will seek out another environment that is a better fit.<br />
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The six types or themes identified by Holland are realistic, investigative, artistic, social, enterprising, and conventional. These six types describe the personality of a person as well as the environment for a vocation or career. Instruments such as the Self Directed Search and Strong Interest Inventory use Holland’s Theory for establishing career compatibility. Holland’s research established that satisfaction and stability occur for an individual when the personality matches the environment. This is <em>congruency</em>. If the personality and the environment do not match, incongruity will lead to change. The individual could try to adapt to the environment, or the individual could leave the environment in search of an environment that is a better fit.<br />
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<u><strong>Use in Higher Education</strong></u><br />
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Academic and career advisors & counselors often use Holland’s Theory in career and major exploration. An inventory, such as the Strong Interest Inventory (SII), is part of the exploration process. The SII assists the individual with identification of type or theme or subtheme based on answers to the SII. The items reflect interests and values. It also offers information on careers (environment) that are compatible with the individual’s personality. It is one effective tool within the exploration process.<br />
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<strong><u>Annotated Bibliography Entry</u></strong><br />
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Pike, G.R. (2006). Students’ personality types, intended majors, and college expectations: Further evidence concerning psychological and sociological interpretations of Holland’s theory. <em>Research in Higher Education</em>, 47(7), 801-822.<br />
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The article examines the sociological aspects (group effect) of Holland’s Theory in relationship to student type, major type, and expectations from the college experience. Pike concludes through previous research and this study that expectations around college experience by students were consistent when the student type and major type were highly congruent. Also, students communicated expectations that were compatible with major but counter to their personality type. Thus, expectations of college often matched the proposed major but not the student’s type. Pike suggests that practitioners should consider the selected major (and type for the major) when trying to identify activities that will meet student’s expectations for college as tools for impacting academic performance and retention. Pike offers appropriate detail for the six Holland’s type for individuals, environments, and provides the dominant type for many majors. The sample for this study is limited to one institution that is research based and the sample lacks diversity in race, ethnicity, gender, as well as first generation college students. Pike is clear that this findings is not generalizable without further research that incorporates diversity of student populations and institutions.<br />
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<strong><u>References</u></strong><br />
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Evans, N.J., Forney, D.S., Guido-DiBrito, F. (1998). <em>Student development in college: Theory, research, and practice (1st ed).</em> San Francisco: Jossey-Bass.<br />
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Harmon, L.W., Hansen, J.C, Borgen, F.H., Hammer, A.L. (2000). <em>Strong interest inventory: Applications and technical guide</em>. Stanford: Consulting Psychologists Press, Inc.<br />
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Holland, J.L. (1992). <em>Making vocational choices: A theory of vocational personalities and work environments (2nd ed</em>). Odessa, FL: Psychological Assessment Resources. <br />
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Spokane, A. R. (1996). Holland's theory. In D. Brown, & L. Brooks, <em>Career Choice and Development</em> (pp. 33-74). San Francisco: Jossey-Bass.Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com13tag:blogger.com,1999:blog-8259872503418659303.post-27399496659773747392010-08-29T19:15:00.000-07:002010-09-01T20:52:51.655-07:00The Contributors<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Bc-l37P9TuH0UHvV7hEJEgu9ekC2ekj4ZOJLn4lHhTKY6J_FeReA_pfBmgRS-R6AVQpGd7T8DwYHle92T6Cg37h0E_YU3Ji268I5s0yiKaiMUQON7MLxRJqCNHoTSsqRtXEPJIGZQos/s1600/ELP+6620+group+2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" ox="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Bc-l37P9TuH0UHvV7hEJEgu9ekC2ekj4ZOJLn4lHhTKY6J_FeReA_pfBmgRS-R6AVQpGd7T8DwYHle92T6Cg37h0E_YU3Ji268I5s0yiKaiMUQON7MLxRJqCNHoTSsqRtXEPJIGZQos/s640/ELP+6620+group+2.JPG" width="640" /></a></div>Students and faculty in ELP 6620 - College Student Development Theory at the University of Utah write this blog. Each week, one member of the class will develop a concise explanation of a theory with references; identify how it is used in higher education; and post information on one research article that used the theory in an annotated bibliography format. If possible, a visual will also be included to increase understanding.<br />
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Class colleagues as well as others who have an interest in theories used in college student development will make comments. Thank you for reading and contributing. Interaction via this blog will contribute to learning and applying these theories within our areas of interest in higher education. <br />
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Here's a photo of our class on week two.Dr. Ski's Perspectivehttp://www.blogger.com/profile/02886076710227086613noreply@blogger.com1