Final Paper

Alex Provini, Marie Tucker & Marianna Romany

University of Central Florida

EDF 6047- Theory of College Student Development

Dr. Amanda Wilkerson

April 15th, 2021

Introduction
Student development theories are used by student personnel professionals to better
understand the intricacies of how different students develop different aspects and characteristics
of themselves throughout their collegiate journeys. As practitioner-scholar’s we use this new
understanding to create ways to help and support students as they move through this fluid time in
their lives. Throughout this paper, we use the Social-Cognitive Theory of Gender Identity
Development and Self-Authorship Theory to evaluate the developmental status of a 3rd-year
undergraduate student at the University of Central Florida (UCF). Furthermore, we will review
relevant literature about our two theories, detail the findings based on our assessment interview,
discuss our theories in relation to the findings, including their limitations and our
recommendations for applying theory to practice moving forward.

Literature Review
Social-Cognitive Theory of Gender Identity Development
This theory involves the study of Gender Identity Development among students by
analyzing three main components: “personal, behavioral and environmental” (Patton et al., 2016,
p. 183). This theory seemed appropriate for the analysis of Gender Identity Development in our
student of choice as the theory encompasses a variety of environmental characteristics, biological
characteristics and self-perception, all of which do factor in to our chosen student regarding their
Trans Identity. Bilodeau provides some insight into Gender Identity Development with Trans
students specifically, providing the six steps that he believes those students go through
(Williams, 2018). First they exit a traditionally gendered identity. Then they develop a personal
and social transgender identity. After this, they become a transgender offspring, develop a
transgender intimacy status and enter the transgender community (Patton et al., 2016, p. 191).

Self-Authorship Theory
Self-authorship theory explores how the concept of meaning making became critical in
understanding how students became self-aware of their own identities, as well as the identities of
others (Patton et al., 2016). Abes et al., followed the original Model of Multiple Dimensions of
Identity (MMDI) and came up with the Reconceptualized Model of Multiple Dimensions of
Identity (RMMDI). Within the RMMDI, components of self-authorship theory can be observed.
For example, Abes et al. inserted a meaning-making filter that balances between influences and
self perception. Functioning as such, the meaning-making filter allows influences to pass through
or between degrees which acts upon self perception. The integration of self-authorship theory
into the RMMDI “provides a richer portrayal of not only what relationships students perceive
among their personal and social identities, but also how they come to perceive them as they do”
(Patton et al., 2016, p.89).

Findings
We assessed the development of our student through a video conference interview. Our
questions reflected the student’s social, professional, and academic development throughout their
collegiate career, referencing key aspects of those two theories we mentioned in the ‘Literature
Review’ portion of this paper.
Our findings were that our student has made major strides in social behavior, sexual
identity and gender identity between high school and the end of their junior year here at UCF
(Tucker et al., 2021). Our student began as an introvert without much school involvement and
once they began attending UCF, which has a large LGBTQ+ population, the student felt
comfortable enough to be themselves and get involved on campus. This includes membership in
clubs such as the Residence Hall Association and the National Organization of Women (Tucker
et al., 2021).
Our student attributes most of their development towards the leadership positions they
have acquired in their student organizations since starting at UCF. Due to these experiences, the
student has grown exponentially in their writing skills, public speaking skills, being more
extroverted in their own identity and in their comfortability in making decisions(Tucker et al.,
2021).
Academically, due to all of the support from their community of friends and mentors, as
well as counseling, this student has risen to the challenge of college coursework and currently
has excellent grades. Due to the same support system, the student has transitioned from being an
introvert who does not talk about themselves as someone who proudly identifies as queer, trans,
and nonbinary. Culturally, they identify as Arabic and North African. Through our interview, we
were able to see a transition in the student’s willingness to share about their personal struggles
and identities and thanks to UCF’s dedication to diversity and inclusion, this student feels like
they belong and will be pursuing Industrial/Organizational Psychology so that they can pursue a
career in higher education or consulting (Tucker et al., 2021).
Discussion
Social-Cognitive Theory of Gender Identity Development
This theory denotes one’s development from childhood throughout adulthood. It is
important to openly discuss this as higher education administrators so that we are ready for our
students when they show that this is something they may need to talk to us about. Within the
context of our student interview, this theory was especially helpful because it does not focus only
on gender identity development but also encompasses sexual identity, sexual orientation, and
gender role (Patton et al., 2016). When it came to writing the questions to ask this student, we
were not limited to one line of questioning as there were many paths we could have gone down.
We chose the overall theme of identity and upon questioning the student about their
chosen identities, the student put a focus on gender identity, as well as sexual orientation and
cultural identity. The inclusion of the cultural identity on the student’s part offered us a different
perspective on what that student sees as main gender roles in their culture versus the role they
have chosen to fill as a trans, queer individual. In regard to personal development, the student
was very open in talking about how they started as a shy, introverted individual with not many
friends and how they transformed into this beautiful trans, queer butterfly because of how open
and welcoming the community at UCF is towards LGBTQ+ students (Tucker et al., 2021).

Self-Authorship Theory
Developing self-authorship happens in four phases, following formulas, crossroads,
becoming the author of one’s life, and internal foundation. According to our findings and student
interview, our student seems to be in the fourth phase, internal foundation. In this phase,
individuals have a better sense of self-determination and a more solidified and rounded sense of
who they are (Patton et al., 2016). Furthermore, the student is knowledgeable about external
influences within this phase, but they are not greatly impacted by them. This is evidenced in the
student’s response where they say “So really the only thing that ties me back to home is my mom
and it won't be my sisters anymore since both will be in college soon so really my home has been
Orlando and UCF in a way” (Tucker et al., 2021).
 Next, the student can be seen exhibiting the three elements of self-authorship which
include trusting the internal voice, building an internal foundation, and securing internal
commitments (Patton et al., 2016). Trusting the internal voice is where participants realize they
have control over how they think about events or thoughts. This is evident where the student
begins to talk about their personal viewpoint on the police force being different from others; here
they are beginning to understand that they can think for themselves and control their actions.
Secondly, building an internal foundation is a personal framework to guide one’s actions. This
can be seen where the student describes the process for how they began to branch out of their
comfort zone and join organizations across campus. Last but not least, securing internal
commitments, individuals feel that living their natural selves is as necessary as breathing. This is
witnessed in the interview where the student begins to express the multiple identities they define
themselves as and have come to the understanding that they can identify as all of them and still
be a proud individual (Tucker et al., 2021).

Limitations
Social-Cognitive Theory of Gender Identity Development
The main limitation or challenge that this model provides, is that students may or may not
be open to discussing their gender identities or sharing their journeys through the development of
those identities. The flaw is not in the model, but rather the sensitivity of the subject. Due to the
sensitivity of the subject, we did limit the number of questions pertaining to this theory as we
didn’t want to provide any discomfort to the student. Only 20% of the questions dealt with the
gender identity, sexual identity, and sexual orientation of the student. Due to our structure of the
interview, the student was comfortable in answering those questions and provided detailed
answers for them as well.

Self-Authorship Theory
A challenge in conducting an interview in relation to self-authorship is that oftentimes the
four phases can be intertwined with one another or overlooked depending on various findings or
perspectives. For example, our student can be viewed at being at stage four, internal foundation;
however, in another person’s eyes, the student may be at stage one through three depending on
what questions or action is being observed. A general limitation to self-authorship theory is that
students may already be at a high level of independence, especially when it comes to institutional
type. For instance, students who choose to attend a liberal arts college may already be more
highly independent than a student who attends a four-year public institution, or possibly even a
research institution (Van Der Lecq, 2016).

Recommendations
We believe that by building a support system similar to the one this student created for
themselves, we can allow LGBTQ+ students to build support systems outside of the alliances
and associations already created within the university. Promoting true campus diversity is an
initiative that can be implemented through creating several types of cross-club alliances, creating
student educational initiatives, and also creating a well-educated administration within higher
education institutions. We believe that a program that touches on Chickering’s vectors in order to
guide the student’s development of their independence as they transition from high school to
college would also be beneficial for the students’ overall success both academically and
personally (Patton et al., 2016).

Conclusion
All in all, our team assessed the development of an arabic and north african, trans, queer,
nonbinary undergraduate student through the lens of both the Self-Authorship Theory and the
Social-Cognitive Theory of Gender Identity Development. We chose our theories due to their
ability to break down the complex interplay of a student with multiple intersecting identities and
how they affect their development within a collegiate setting. Our findings indicated that our
student’s choice to attend UCF, an LGBTQ+ friendly institution, and their heavy involvement in
student leadership served as catalysts in helping the student become comfortable and proud of
each of their distinct identities. Moving forward, we suggest that student personnel professionals
focus on implementing initiatives which foster a welcoming and inclusive campus climate to
help individuals feel more comfortable expressing their true and whole selves while also
providing students with the resources and opportunities to take ownership of their stories to build
a strong internal foundation.
 References

Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., Forney, D. S., & Evans, N. J. (2016).

Student Development in College: Theory, Research, and Practice (3rd ed.). Jossey-Bass.

Tucker, M., Romany, M., Provini, A., & Anonymous. (2021, March 9). Student Interview.

personal.

Van Der Lecq, R. (2016). Self-authorship characteristics of learners in the context of an

interdisciplinary curriculum: evidence from reflections. Issues in Interdisciplinary

Studies, (34), 79-108. https://files.eric.ed.gov/fulltext/EJ1171321.pdf

Williams, C. (2018, February 13). Gender Identity Development Theory: Critiques and

New Perspectives; By: Carson Williams. The CSJE Blog.

https://acpacsje.wordpress.com/2018/02/15/gender-identity-development-theory-

critiques-and-new-perspectives-by-carson-williams/