Running head: STUDENT DEVELOPMENT THEORY CASE STUDY 1

Student Development Theory Case Study

Christian Hightower

Loyola University Chicago

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Theoretical frameworks help us to understand the complexities that exist in everyday life.

They provide the user with a deeper understanding of simple observations. Students stories and

lived experiences should remain the focus as theoretical frameworks situate these individual

experiences among a shared developmental path that all have to navigate within their lifespan.

McEwen (2003) stated:

Theories in student affairs are grounded in particularities of individual stories and

experiences and serve as a way to make sense of the diversity and complexity of

phenomena by reducing many aspects of a phenomenon into a more integrated

representation (as cited in Evans, 2010)

This simplified representation of college students development sheds light on the path that

students travel while recognizing that students will take part in this developmental journey at

their own pace.

As student affairs professional, our own development can frame how we come to make

meaning of others experiences. My reactions to each individual as they were introduced

throughout the case study varied significantly, but I was able to relate with each of their

perspectives at different points. Im an African American male who graduated from a

predominantly White institution that required me to confront issues of race and marginalization

on a daily basis, so I found myself quickly relating to the underrepresented students feelings and

emotions regarding their presumptions about Jason and his tattoo. Our own development can

influence our perceptions of students in powerful ways. We have to be careful to not allow our

personal experiences or biases to interfere with our ability to serve students because Jason is also

deserving of support regardless of his identities or affiliations. This case study analysis will

present my understanding of cognitive and psychosocial development theories, examine selected

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students using student development theory, and present actions steps that could be implemented

in response to the case dilemma.

Chickering and Reissers Theory of Psychosocial Development

Chickering and Reissers theory of psychosocial development identifies seven

developmental vectors developing competence, managing emotions, moving through

autonomy to interdependence, developing mature interpersonal relationships, establishing

identity, developing purpose, and developing integrity - that college students navigate throughout

their early adulthood years. Chickering highlights the establishment of identity as a core

developmental issue that students face on their path to individuation (Evan et. al., 2010). The

seven vectors are sequential, interrelated, and build on one another but they are not in order.

Development in one vector is not necessary prior to engaging another, and more than one vector

can be navigated at any given time. Growth and development within each vector becomes

increasingly more complex as students are able to cope with developmental issues specific to

each vector in more complex, individualized ways. It is important to note that development does

not occur within a vacuum. Chickering believed that the educational environment has a

significant impact on student development (Chicekring & Reisser, 1993), and therefore colleges

and universities should be intentional about creating spaces and opportunities that stimulate

positive growth.

The case study provided an opportunity to examine two students according to

Chickerings theory of identity development. Alex was described as a calm individual who was

overwhelmed with feelings of anger and disgust due to his interpretation of Jasons tattoo.

Alexs calm demeanor was interrupted by an incident that clearly offended him, causing him to

lose control of his emotions and direct these negative feelings towards those around him. This
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was evident in his response to Shannon who shared a perspective of Jason that did not align with

Alexs viewpoint. As a result, he raised his voice and stormed out of the room. In this case, the

emotion is valid given his assumptions, but he became the subject of his emotions as opposed to

recognizing his anger and channeling his feelings towards more productive actions.

Development proceeds when students learn appropriate channels for releasing irritations before

they explode, dealing with fears before immobilization, and healing emotional wounds before

they infect relationships (Chickering & Resisser, 1993). Alex is experiencing an issue

navigating Chickering and Reissers vector of managing emotions, specifically his ability to

express and control his emotions. An emotional response does not simply signify that Alex is

moving through this specific vector, but his engagement and relationship with his emotions

suggest that he is experiencing difficulties controlling his rage. His plan of action demanding

Jasons removal from the situation shows a lack of complexity in comparison to his peers who

share his frustration but demonstrate controlled, thoughtful approaches. The case study implies

that Alex is acting out of character. This particular situation pushed him past his emotional

threshold to a point that seems beyond his developmental capabilities and resulted in

unproductive behaviors and demands. Chickering stated that students in the managing emotions

vector develop the capacity to act on their emotions in a responsible manner (Evans et al., 2010).

This is not the case for Alex in this situation, but his ability to process his emotions and

recognize productive ways to channel his feelings will allow him to address similar situations in

the future with increased emotional control and complexity if he is able to learn from this

experience.

In contrast, Maysoons reaction was grounded in care for others and those concerns

prompted her to mobilize her peers and have a discussion that would ease tensions and allow
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students to process their feelings. She recognized a need, identified her own plan of action, and

communicated that she was confident in her abilities to organize the Student Athlete Association

(SAA) meeting. Chickering and Reisser (1993) stated that self-sufficiency, personal

responsibility for personal goals, and decreased value on others opinions are important to

successfully navigating this vector. Maysoon views herself as competent and capable given her

past facilitation and mediation experiences. She requested support but did not look to an

authoritative figure for an effective solution. Her relationship and interaction with her supervisor

is immensely important. It is clear that Maysson has personally renegotiated or redefined her

relationship with authority. It seems as though she views herself as an authority in some ways

and recognizes the power she holds to provide productive solutions to address problems. This

approach is in stark contrast to Alex who expects immediate action by those who he views as

authority figures (e.g., parents, supervisor, and the administration). Her approach suggests that

she is an autonomous individual capable of decision-making.

In addition, Maysoon has developed expectations of her and others and would rather

confront her peers through a group discussion than allow a violent incident to occur that does not

align with her expectations of SAA and the campus community as a whole. In this case, she

displayed what Chickering referred to as emotional independence and instrumental

independence. Emotional independence is freedom from the need for approval and assurance

and an increased willingness to lose friends in order to pursue strong interests or stand on

convictions (Chickering & Reisser, 1993, p. 47). Maysoons approach is not an easy one

especially since it requires her to confront her peers and potentially lose relationships, but she

appears more committed to her own convictions and understanding of what is right than the

opinions of her peers. Maysoon exercised instrumental independence by showcasing her ability
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to organize activities and to solve problems in a self-directed way, and the ability to be mobile

(Chickering & Reisser, 1993). Her actions seem to be in direct alignment with the development

of autonomy and interdependence based on the information provided.

Chickerings theory of psychosocial development is a tool that helps student affairs

professionals meet students where they are developmentally to provide interventions that will

both support and challenge students. Chickerings theory helps professionals connect behaviors

with certain developmental vectors and can provide context for students actions. It is beneficial

that the categories capture a broad spectrum of development within the psychosocial realm,

identifying intellect, emotions, and interpersonal and intrapersonal relationships. The

arrangement of the vectors are non-sequential which highlights the diverse, complex nature of

students and challenges professionals to use the vectors as a guide as opposed to more

prescriptive, categorical approaches. The theory remains a useful tool but it is limited in its

application to all students identities and experiences. For instance, the model does not take into

account sexual orientation or race/ethnicity and how this impacts students psychosocial

development. Gender and cultural differences can have an impact on the ordering and

importance of the vectors (Evans et al., 2010). This shortcoming causes the model to be

restricted and does not allow for deconstruction of underrepresented students experiences. This

would have been helpful in understanding how students understand their gender and racial

identity, how that informs their behaviors, and how we can create environments that support

development in this area. Bias is present throughout this model due to a sample size and

paradigm that does not fit the current demographic of college students within the United States.

Individuation is identified as the goal but this is tied to Western values and may not fit the

developmental process of international students.

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Cognitive Development Theory

Cognitive development refers to the increasing complexity of meaning making or how

individuals view and interpret their experiences. These theories are structural and stage-based in

nature but development can be significantly influenced by context and domain. This means that

the environment or topic can act as a press and shape individuals behaviors. Presses should

caution how we categorize students because certain behaviors may be apparent based on the

situation and not necessarily an indication of cognitive development. This analysis will focus on

Perrys cognitive and ethical development theory that encapsulates cognitive development across

nine positions. Perry (1968) argued that individuals begin with a basic right-wrong interpretation

of the world and conclude with more complex forms that take into account personal values

within a contextual world (as cited in Evans, 2010). Perrys nine positions are represented by

three fundamental differences: dualism, multiplicity, and relativism. He viewed these positions

as resting points and development as the transition between positions (Evans et. al., 2010).

Perrys theory is sequential but students experiences along the nine positions are subject to what

he refers to as deflections that can stifle growth and development. I will utilize Perrys theory to

assess the cognitive development of Shannon and Alex.

Shannon recognizes the harm that has been caused from the situation but has yet to come

to a conclusion regarding her feelings. In the case study, it is clear that she is struggling to form

her own opinion due to her ability to see multiple perspectives on this one issue. She can

understand the perspective of each stakeholder involved and places equal weight on all of their

viewpoints. Shannon seems to be engaging in what Perry refers to as multiplicity. Perry

characterizes multiplicity as honoring diverse views when the right answers are not yet known

(Evans, 2010). She recognizes that this will have an impact on the collective community, but she
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is unsure how she personally feels about the situation because she does not have access to all of

the facts, especially since they have yet to hear Jasons perspective. The situation causes her

great discomfort but she also recognizes Jasons right to be in the gym. Shannon is

demonstrating multiplistic thinking by acknowledging that all of the different perspectives are

valid, but multiplicity is not simply characterized by recognition of multiple viewpoints. Students

demonstrating behaviors of multiplicity also showcase independent thought, analytical thinking,

and recognize their peers as sources of knowledge (Evans, 2010). I would argue that Shannons

divergence from assuming malicious intent on behalf of Jason demonstrates independent

thought. She considers the multiple and complex sides of the issue that will inform her

understanding. She still seeks guidance from authorities, but I believe this is largely due to her

troubles establishing her own position because she values all opinions as equal. Shannon views

her supervisor as a resource but also views her peers opinions as equally legitimate.

In the case study, there is a clash between Shannon and Alex, which I would argue is a

clash between multiplicity and dualism. These two concepts are vastly different and tension

would seem fairly natural given the stark difference in perspective. Shannon demonstrated

multiplistic thinking when she showed an understanding for all perspectives including Jason and

his rights to the gym. By contrast, this was frustrating for Alex who is operating from a dualistic

perspective and assumes that there is clearly a right and wrong in the situation. Shannon does

not think knowledge and legitimacy lies within authority as opposed to Alex who believes

authority figures have the answers and power. An individuals relationship with authority is

important to understanding students location within Perrys cognitive development model.

Alexs reliance on authority could potentially be tied to dualistic thinking. Dualism represents a

mode of meaning-making in which the world is viewed dichotomously: good-bad, right-wrong,

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black-white (Evans, 2010). In addition, dualistic thinkers perceptions of right and wrong are

heavily influenced and shaped by authority figures. Alex quickly forms a judgment based on his

understanding of right and wrong and leaves no room for dissenting opinions, especially from his

peers whose perspectives he has not yet learned to value. Alex shuts down Shannon because she

is not a legitimate source of knowledge according to him. On the contrary, it is apparent that he

is heavily reliant on his parents and expects the authority figures in this situation to act on his

behalf to address the situation.

Perrys theory of cognitive development contains both strengths and weaknesses. The

model is comprehensive and presents fundamental shifts without disregarding the complexities

associated with human development. It also highlights the underlying developmental factors that

inform students frames of reference. This is important to understanding college students and

providing support that fits their developmental needs. The inclusion of presses and deflections

encourages practitioners to assess with caution. This is a strength because it includes the

relationship between the individual and the context or domain. Perry recognized that there are

other factors that influence how students present themselves within a given situation and these

factors must be considered when evaluating students. This can be challenging but his inclusion

of presses and deflections reflects reality. I would argue that his model also includes Western

bias in which students are evaluated according to their socialization into a dominant Western

perspective. Cognitive development suggests there is no association with social identities but

race and gender can have significant influence on students relationship with authority.

Conclusion

Each of the student leaders on the Diversity Initiative Student Advisory Board have a

diverse set of needs and are at different points in their psychosocial and cognitive development.
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The composition of the group will allow each of them to learn from one another. Evans et al.

(2010) encourages us to use Perrys model to design learning experiences that provide a

developmental mismatch, given the cognitive complexity represented among students (p. 93). In

this case, I would utilize plus-one staging to provide a developmental challenge for them while

maintaining consistent support. Sanford (1967) argued that challenge and support are important

to the process of development, and these two concepts are evident when students try to lessen

the tension produced by the collegiate environment and succeed to the extent that environmental

support is available (as cited in Evans, 2010, p.10).

Each of the students is experiencing some form of tension and engages this tension

dependent upon their developmental capacity. As the supervisor, I would validate Alexs

emotions and attempt to encourage him to consider other perspectives. Jasons letter would allow

him to realize that things are not always black and white. This could be a good conversation to

help him think through his own thought processes. He would benefit from interacting with

Maysoon who was demonstrating multiplistic thinking. This could be a source of frustration, but

I would provide support by establishing his peers as legitimate sources of knowledge. Maysoon

could benefit from interacting with Shannon who seems confident in her ability to make

informed decisions. I would push Maysoon to think critically and talk through each viewpoint,

challenging her to provide a basis for each argument. I would help her understand dualistic

thinking and model appropriate ways to interact with her peers operating from that perspective.

Shannon appears to be on a good path and could take on a larger leadership role within the

advisory board. As a group, I would prompt them to brainstorm a proper course of action given

all of the factors and new information provided. The letter would ease tensions and allow them to

have a productive conversation regarding next steps. Throughout this process, I would provide
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context and support when necessary, but I would also be sure to provide them with autonomy

and push them to look towards one another for answers. There is certainly a potential for

deflections to occur given the circumstances, so it would be important to keep consistently

check-in with students to understand how their feelings towards the situation.
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References

Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.) San Francisco, CA:

Jossey-Bass.

Evans, N. J., Forney D. S., Guido, F. M., Patton, L. D., & Renn, K.A. (2010). Student

Development in College: Theory, Research, and Practice. San Francison, CA: Jossey-

Bass

Jones, S. R., & Abes, E. S. (2010). The nature and uses of theory. In Schuh, J. H., Jones, S. R., &

Harper, S. R. (Eds.), Student services: A handbook for the profession (5th ed.; pp. 149-

167). San Francisco, CA: Jossey-Bass.