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Theory To Practice Case Study Analysis Final Draft
Theory To Practice Case Study Analysis Final Draft
Theory To Practice Case Study Analysis Final Draft
Introduction:
Identity and self-authorship formation are integral parts of college student development
and can be both liberating and difficult processes. The following is an analysis of the case, “A
First Year Student’s Struggle with Identity” from Linking Theory to Practice: Case Studies for
Working with College Students (2012). The decision issues, essential facts, additional
information needed, key actors, relevant theories, alternative solutions, and course of action will
be outlined and explored. In this case study analysis, Marcia Baxter Magolda’s Theory of Self-
Authorship (2001) and the Unifying Model of Sexual Identity Development (2011) will be used
Decision Issues:
In the case, “A First Year Student’s Struggle with Identity” the presenting decision issues
are responding to the individual, interpersonal, and institutional conflicts that arose in response
to a student’s coming out process (O’Halloran & Delaney, 2012). From the perspective of a
student affairs practitioner, the most central issue and concern is Susan, a first generation, first-
year college student who is struggling with her sexual identity development. This experience has
caused internal conflict and shame as she tries to reconcile her sexual identity with her religious
identity. It has also caused conflict with Susan’s roommate, Jenna, in whom she confided and
who has responded with homophobic comments and an unwelcoming living environment. As a
result, Susan reached out to her mother in hopes of leaving school, but her mother reacted by
calling the College President, Jack O’Brian, to condemn the college for fostering an environment
that supports the gay lifestyle. Finally, there are concerns from the Director of Institutional
Advancement, Joseph Takeem, about negative publicity with this incident and potential impact.
THEORY TO PRACTICE CASE STUDY ANALYSIS 3
Essential Facts:
Susan is a first generation, first-year student in her second semester at a small liberal arts
college in an affluent, conservative suburb. The college has an active alumni base who make
many generous donations towards scholarships, which has recently resulted in the admittance of
a diversifying student population. Susan has experienced difficulty transitioning to college and
was referred to Counseling Services during first semester by her resident assistant (RA), Sharon.
During her second semester, Susan shared with Sharon her challenges associated with her sexual
identity development. Susan also came out to her roommate Jenna, who responded by telling her
that homosexuality is a sin, especially given that Susan is Catholic. Jenna has also made
homophobic comments and created a hostile living environment in which Susan doesn’t feel she
can be herself and explore this part of her identity. According to Woodford and Kulick (2014),
contemporary heterosexism occurs in more subtle ways such as derogatory slurs and social
exclusion, which is what is occurring between Jenna and Susan. As a result, this harassment
prejudice, hide their identity, and internalize stigma. Experiences of homophobia and
campus, all of which are reasons to respond (Woodford & Kulick, 2014).
Additional Information:
There are many details not presented in the case study that would be integral in
determining the best course of action. It is not explicitly stated whether or not the institution is
religiously affiliated, which may affect how both the institution and alumni respond. It would
also be useful to know of existing or potential support systems on campus for Susan such as
faculty and staff, student organizations and affinity spaces, and resources for first-generation
THEORY TO PRACTICE CASE STUDY ANALYSIS 4
development and success, and requires academic and social integration through faculty/staff
With an increasingly diverse campus, what is offered for training and programming to
foster an inclusive environment for all students? What is the current campus climate, both in
Riggers-Piehl, Garvey, Lo, and Mayhew (2016), key elements to determine campus climate are
the institution’s history and legacy with inclusion and/or exclusion, structural diversity reflected
in demographic data, psychological climate of attitudes towards different groups, and behavioral
climate of interactions between groups. This information would be important in assessing the
impact on LGBTQ student’s ability to construct knowledge, build relationships, and form their
sense of self. Given the college’s active alumni donor base and concerns about negative press,
what are their demographics and do any of them identify as LGBTQ? In Drezner and Garvey’s
(2016) research on LGBTQ alumni donors, they found identity plays a role in motivations to
give to one’s alma mater, allocation of gifts, and decisions not to donate, depending on the
campus climate.
Key Actors:
Susan Hernandez is the main student in this case study. She is a first generation, first-
year student who is undeclared. In addition to her transition to college and conflicts with her
roommate, she is coming to terms with her sexual identity. Sharon Burns is a senior and Susan’s
RA, with whom she shared this and her roommate challenges during their second-semester
check-in. Sharon had previously referred Susan to Counseling Services because of challenges
with adjusting to campus and feeling very down during their first semester check-in meetings.
THEORY TO PRACTICE CASE STUDY ANALYSIS 5
Jenna Maggiano is Susan’s roommate, a transfer student majoring in Religious Studies, and is on
the executive board of the Catholic Students’ Association. Jack O’Brian is the College President
who is contacted by Susan’s mother, accusing the college of encouraging students to embrace the
gay lifestyle. Joseph Takeem is the Director of Institutional Advancement and is concerned
about the situation escalating and generating news attention. He reaches out to Kevin Dean, the
Director of Residence Life and is the one expected to respond to this issue. He has been brought
the information of this case by both Joseph and Sharon. In learning about the case, Kevin
reaches out to the Director of Counseling Services, Fiona Brennan, who explains she cannot
Relevant Theories:
Based on Susan’s current understanding and experience with her identity, the Unifying
Model of Sexual Identity Development (2011) and Self-Authorship Theory (2001) would be
most timely and relevant when working with her. In further exploration and analysis, James
Fowler’s Theory of Faith Development (1981, 1986, & 2000) may be useful in addressing
acknowledgement of their attraction towards others (Patton, Renn, Guido, & Quaye, 2016).
Susan has previously experienced attraction to women, but has started to contemplate acting on
these feelings for the first time. This acknowledgement of her sexual orientation identity
illustrate her ability to move through the compulsory heterosexuality and active exploration
stages. However, the negative response from her mother and roommate and inability to build
community have led to the diffusion stage, due to lack of purposeful exploration and
THEORY TO PRACTICE CASE STUDY ANALYSIS 6
commitment. The lack of support, pressure to adhere to certain expectations, and exposure to
heterosexism have resulted in Susan’s, “underlying uncertainty or insecurity and is more likely
distressed by lack of commitments” (Patton et. al., 2016, p. 165). In order to achieve the
deepening and commitment and synthesis stages, there is need to address the intersection of
personal, cognitive, and identity development in order to experience integration in the campus
community, retention, and overall success in her college career (Woodford & Kulick, 2014).
Susan is also in the early stages of establishing her, “internal capacity to define one’s
beliefs, identity, and social relations,” (Rockenbach et. al., 2016, p. 500). This process reflects
the Self-Authorship Theory and involves the exploration and establishment of her own
knowledge, sense of self, and connection to others. Susan has begun to move through the
following formula phase into the crossroads phase as she tries to no longer adhere to other’s
expectations by establishing her own identity, values, and plan (Patton et. al., 2016). Her
challenges of adjusting to campus, coming out, navigating peer relationships, and being the first
in her family to go to college are rooted in her forming her own worldview. In order for her to
achieve becoming the author of her life and creating an internal foundation, she needs supportive
relationships that will encourage her to explore and live out her intersectional identity. In doing
this she can garner information to inform her sense of self, opportunities for self-reflection,
confidence to build her own belief-system in order to live out her authentic life.
Further analysis may explore Susan’s continued faith formation as she solidifies her self-
authored worldview and unifying sexual identity. It appears she is currently in Fowler’s second
of six stages of faith development: mythical-literal faith as messages from her religion are
impacting her understanding of her coming out process (Patton et. al. 2016). This is causing
conflicting messages, and experiencing anger and disillusionment (Patton et. al., 2016).
However, it may be difficult to work through this until she has a more empowered sense of self.
The stakeholders in this case all play a role in responding and have options to explore in
considering the most pressing needs, available support and resources, and possible outcomes.
From the residence life perspective, Sharon and Kevin needs to respond and address the pressing
roommate conflict between Susan and Jenna. Possible solutions are mediation, psychoeducation,
and conflict resolution; or housing changes and reassignment for either Jenna or Susan. The
former could allow for each student to explore their own values, build acceptance of difference,
solidify their own identity formation, and explore commonalities and connection. However, it
could also exacerbate conflict between the two, leading to increased isolation and hostility.
Susan’s options are to transfer, drop out, establish connections with others on campus, or
maintain her current situation. In exploring opportunities to build community and connection,
Susan will inform her multiple intersecting identities and have an increased sense of belonging.
If she maintains her current situation, it is unlikely anything will change. Transferring may
allow her to attend a college where she feels more accepted, but there is also the potential she
President O’Brian could ignore this situation and consider it an isolated issue, or he could
use this as an opportunity to explore the current campus climate, especially for minority students.
His actions could either lead to inclusion and celebration of all students or decline in enrollment
if students do not feel accepted on campus. For Joseph, this situation may result in negative
attention and potential loss of donors, especially those who identify as LGBTQ. On the other
THEORY TO PRACTICE CASE STUDY ANALYSIS 8
hand, this may be an opportunity to engage alumni and donors, allocating funds towards
programs that support current LGBTQ students who will become alumni and potential donors.
Course of Action:
understanding, and efficacy in order to grow and thrive during her college experience. Given the
negative messages, shame, and isolation Susan has received from Jenna, it would be important
for the Kevin and Sharon, from a residence life perspective, to facilitate intentional conversation
and mediation with both roommates. According to Woodford and Kulick (2014), by providing
spaces for each student to share their truth, they gain understanding and acceptance of one
another and find opportunities for common ground. They also suggest programming to address
LGBTQ students, and skill building to be active bystanders (Woodford & Kulick, 2014).
interactions based on commonalities and differences that will empower Susan to explore and
embrace her intersectional identity and build community. Given that Susan has previously
questioned her sexual orientation and is in the crossroads phase of self-authorship, college may
be her first opportunity to form an understanding of her identity without imposed expectations or
messages (Patton et. al., 2016). Rockenbach et. al. (2016) suggest a few strategies to help
students develop their own worldview and greater understanding of themselves and others.
Some identity and affinity formation opportunities are curricular and co-curricular activities that
promote identity construction; relationship and mentorship building with faculty and staff,
especially those who identify as LGBTQ; and informal interactions with a diverse range of peers.
In their research Rockenbach et. al. (2016) found that all of these factors positively impacted
THEORY TO PRACTICE CASE STUDY ANALYSIS 9
students’ self-authorship and fostered an empowering campus climate. Given Susan’s challenge
reconciling her sexual identity with her religious identity, it is important to also provide
(Rockenbach et. al., 2016). This would allow Susan to experience commitment of her
intersecting identities and understand other’s diverse experiences, in order to thrive in her self-
There are also actions that can be taken on an institutional level to promote a safe,
accepting, and empowering campus climate for all students through programming, campus
resources, and alumni engagement (Woodford & Kulick, 2014; Drezner & Garvey, 2016). For
that LGBTQ alumni giving is directly linked to perceptions and experiencing of inclusion within
campus climates (Drezner & Garvey, 2016). This is consistent with research on alumni of color
giving and for a college with an increasingly diverse student population, it would be crucial to
engage alumni in helping to foster a safe and accepting campus community. By focusing on
student wellness, potential donors can provide opportunities to connect allocated funds to
resources, programs, and services that will support LGBTQ students in their sexual identity and
self-authorship development.
Conclusion:
As a student affairs professional responding to this case through the lens of self-
wellbeing. By addressing immediate needs within the housing situation and promoting
acceptance and understanding, Susan and Jenna can express their identities freely and build
common ground. Offering programming through residence life, student involvement, and
THEORY TO PRACTICE CASE STUDY ANALYSIS 10
academics to facilitate identity exploration and reflection, allows Susan to construct her own
worldview and build community with others through shared experience. Lastly, in promoting a
safe and empowering campus climate and allocating toward necessary resources for minority-
identified groups, students like Susan are able to persist and succeed in their college experience.
These opportunities will allow Susan to freely explore and construct her sexual and overall
identity, build systems of support, form her own outlook and approach to life, and have the
confidence to continue her ongoing exploration and development throughout the remainder of
References
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