Running Head: STUDENT DEVELOPMENT THEORIES

Student Development Theories in Student Affairs

Kirstie Harsha
Georgia Southern University
Student Services in Higher Education Dr. Fayth Parks
October 17, 2016

STUDENT DEVELOPMENT THEORIES

Student Development Theories in Student Affairs

Josselsons Theory of Identity Development in Women

Ruthellen Josselsons theory (1971) studied college aged women with the model based on
James Marcias theory. Each of the four stages in Josselsons theory have the same names as
Marcias theory with the concept of the stage being altered to fit college women and their
experiences. Drifters (identity diffusion) the first stage, is the idea of a lack of crisis or
commitment and feels little control over her life waiting for someone to direct her. Guardians
(foreclosure) is the idea of women who have experienced identity commitments but not identity
crisis. These women make choices without doubt, hesitation, or questions about the messages
they learned in their childhood, and adopt standards about sex, morality, occupation, and religion
from their parents. The next stage, moratorium (searchers), is the idea of a woman actively
experiencing a crisis and is attempting to solve it. She is stuck between doing what she believes
and what her parents expect of her. The fourth and final stage, path makers (identity
achievement) is the idea that the woman breaks psychological ties with her childhood and form a
separate, distinct identity. She seeks internal affirmation as opposed to external approval from
her parents (Schuh et al, 2011, pg. 171).
Josselsons theory can best be applied to Greek life but especially sororities. As a member
of the advisory board for a sorority at Georgia Southern, it is crucial to understand the
development and thought process of the members to guide them through their college years and
help them to become the best women they can become. Typically first year members are in their
freshmen year of college and are experiencing drifting (identity diffusion) as she leaves her

STUDENT DEVELOPMENT THEORIES

parents for the first time. This is a very difficult time in a young womans life as she is beginning
to develop her own identity away from her parents. As the women progress through their college
years, they will move from being a guardian and searcher as they being to make decisions and
experience crises. By the end of the womens time in college, they should be approaching being a
path maker or are a path maker. Specifically in the south, identity development for women is
difficult because of the idea/stereotype of a southern woman does not include being a path
maker, but following ones parent until they become a wife.

Perrys Theory of Intellectual and Ethical Development

William Perrys theory (1968) identified structures that determine how individuals view
their life experiences. Perrys theory established a foundation of student development for
countless other theorists in the years to follow. Consisting of four levels and nine positions, Perry
thought that individuals move through each level beginning with the simple interpretation and
ending with complex interpretation of ideas. Each of the levels form a continuum with the
positions not having a fixed duration. Dualism is the first level that consists of two positions:
basic dualism and full dualism. In this level, students believe that there is only one right answer
to every question and that only authorities know the correct answer. They view the world in
terms of right versus wrong. Multiplicity is the second level that consists of two positions: early
multiplicity and late multiplicity. Students view uncertainty from authorities as only a temporary
situation. In this level, students begin to rely less on authorities and begin to accept that everyone
has an opinion. Relativism is the third level that consists of two positions: contextual relativism
and pre-commitment. Students begin to view knowledge as contextual and relative. They are able
to begin to make judgments based on evidence and the merit of anothers argument.

STUDENT DEVELOPMENT THEORIES

Commitment is the fourth and final level consisting of three positions: commitment, challenges
to commitment, and post commitment. Students begin to form their own values, lifestyle, and
identity by testing and evaluating commitments (Schuh et al, 2011, pg. 176-177).
A functional area that can benefit from studying Perrys theory is on-campus residence
halls. The largest population living in on-campus housing are freshmen students, and these
students enter college with dualistic or multiplicity thinking. They see the world as black and
white, right and wrong. They have not yet discovered that every persons opinion matters and
that there may not be a correct answer to all questions. Community leaders and residence hall
advisors play a crucial role in the development of the students living in their residence hall.
While the students may not make it to the final level of Perrys theory, the early development is
critical to the success of the student throughout their college career.

Chickering and Reissers Identity Development Theory

Arthur Chickerings original theory was developed in 1969 expanding upon Erik
Eriksons theory of identity development in 1968. Arthur Chickering revised his theory in 1993
with the help of Linda Reisser. Chickering and Reisser used Chickerings original seven vectors
that he developed in 1969. The revised theory argues that educational environments exert a
powerful influence that will help move students through the vectors of development. Vector one,
developing competence, focuses on intellectual, physical, and manual development and
interpersonal competence. In vector two, managing emotions, students begin developing the
ability to recognize/accept their emotions and how to express/control them. Vector three, moving
through autonomy towards interdependence, is the beginning of emotional independence, self-

STUDENT DEVELOPMENT THEORIES

direction, problem-solving, persistence, mobility, and recognition and acceptance of

interdependence. In vector four, developing mature interpersonal relationships, students begin to
develop acceptance and appreciation of differences in others. Students also develop healthy and
lasting intimate relationships. In vector five, establishing identity, students develop a positive
identity including comfort with body and appearance, gender and sexual orientation, sense of
social and cultural heritage, clear conception of self, secure sense of self, self-acceptance and
self-esteem, and personal stability and integration. Vector six, developing purpose, consists of
developing vocational goals, making commitments to personal interests, and establishing
interpersonal commitments. In vector seven, developing integrity, students move from rigid,
moralistic thinking to humanized thinking. They can acknowledge and respect others and their
beliefs (Schuh et al, 2011, pg. 171).
The functional area that could benefit from Chickering and Reissers theory would be
student academic advising centers. Academic advisors develop a relationship with their students
that help to guide their academic performance through their college years. Academic advisors
help guide students through vector 1 with the selection of classes that the student can be
successful in. Advisors help the students begin to be independent and problem-solve (vector 3) in
their courses. Students will begin to appreciate the differences in others (vector 4) through their
courses. Advisors help guide students to courses that help them identify (vector 5) who they are
and who they want to become after college. As the student reaches the second half of their
program of study as directed by their advisor, they will begin to develop a sense of purpose
(vector 6). By the end of the students degree program, they will develop integrity within their
field of study (vector 7). All of the development of the vectors is essential for the student to
become success and have a purpose during and after college.

STUDENT DEVELOPMENT THEORIES

References
Schuh, J. H., Jones, S. R., & Torres, V. (n.d.). Student Services: A Handbook for the
Profession.