Nancy Schlossberg:

Marginality and Mattering

By Elizabeth Hartig
Theorist: Nancy Schlossberg
● Areas of expertise:
○ Adult Transitions
○ Career Development
○ Adults as Learners
● First woman executive of the
American Council of
Education
● 1973: Established the Office
of Women in Higher
Education
● University of Maryland
● Wayne State University
Themes for this theory

1 Transition 2 Marginality 3 Mattering

Change of role or experience A sense of not belonging A sense of belonging

When have you had a role Can be a permanent feeling or When do you feel like you
change in your life? temporary due to a transition. matter?

● Starting college ● Self consciousness ● You feel like others

● Moving away from ● Irritability depend on you
home ● Depression ● You feel like others
● New job appreciate you
Marginality

● Temporary marginality
○ Transitioning between two roles or experiences
● Permanent marginality
○ Bicultural individuals
○ Feeling of being locked between two worlds
● Marginality causes contradicting feelings
○ Love/hate
○ Pride/shame
Mattering

1. Attention (feeling noticed)

2. Importance (feeling cared for)

3. Ego extension (affirmation)

4. Dependence (feeling needed)

5. Appreciation (feeling valued)

Theory: Marginality and Mattering

Continuum of Community

Marginality Mattering

Separateness Identification
Silence Attention
Ignorance Dependence
Fear Appreciation
Shunning/Avoidance Pride
 Attention: knowing students by
name, greeting them
Applications in Importance: reaching out to

Higher students regularly to check in

Education
Ego extension: celebrating their
success, listening and helping with a
challenge
Marginality and Mattering
Dependence: giving students
responsibility and empowerment

Appreciation: Thanking and

recognizing student’s efforts
References

Schlossberg, N. K., Lynch, A. Q., & Chickering, A. W. (1989). Improving Higher Education Environments
for Adults. San Francisco, CA: Jossey-Bass.

Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. New Directions
for Student Services, 48, 5-15