CHICKERING’S THEORY OF IDENTITY DEVELOPMENTAdam Crawford

Premise

“Building on Erikson’s discussion of identity and intimacy (1959/1980),

Chickering saw the establishment of identity as the core developmental issue with which student grapple

during their college years” (Evans, Forney, Guido, Patton, & Renn, 2010, p.

65).

Arthur Chickering - Background Chickering developed theory @ Goddard College

Evaluated curriculum/student development

Theory first outlined in Education and Identity Based on research (1959-1965) Achievement/personality tests, diaries, interviews Later incorporated studies on various small colleges

Target: Faculty Relevance to Student Affairs profession: accident

Revision Original Education and Identity published

in 1969 Used, researched extensively Focus on white, middle-class, straight men

Revised in 1993 w/ Linda Reisser Incorporated new research/findings by

others Summarized other theorists’ related work More inclusive of gender/race/sexuality

Chickering’s Theory Seven Vectors of Development

Direction & magnitude “Wibbly-wobbly” (not linear) Build on one another

Key Influences (7) Educational environments have strong

influence Admonitions (3)

Keys to creating positive, powerful educational environments

1. Developing Competence2. Managing Emotions3. Moving Through Autonomy Toward

Interdependence4. Developing Mature Interpersonal Relationships5. Establishing Identity6. Developing Purpose7. Developing Integrity

Seven Vectors of Development

1. Developing CompetenceThree elements: Intellectual Competence

Acquiring/refining knowledge, skills, culture, reasoning Physical and Manual Skills

Athletics, wellness, recreation, artistic/manual activities

Interpersonal Competence Communication, leadership, being a team player

Held together by overall sense of confidence in your ability to persevere and succeed in life

Developing Competence: Pitchfork Metaphor

Intellectual Competence Physical & Manual Skills Interpersonal Competence

Confidence in one’s ownperseverance and success

2. Managing Emotions Recognize, accept, express, & control

emotions appropriately/responsibly

Original focus: “caveman instincts” Aggression, sexual desire

More recent focus: wide range of emotions Negative: Anxiety, depression, shame, guilt Positive: Optimism, empathy, inspiration

What Not to Do…

Managing Emotions

3. Moving Through Autonomy Toward Interdependence

Three elements: Emotional Independence

Continual praise/approval/affection not needed Instrumental Independence

Self-directed, problem-solver, mobile Interdependence

Recognize & accept interconnectedness w/ others

Renamed for revised edition

Autonomy/Interdependence Quotes

+

“The essence of independence has been to think and act according to standards

from within, not without.” ~ Aleister Crowley

“No man is an island.” ~ John Donne

4. Developing Mature Interpersonal Relationships Interpersonal/intercultural tolerance

Appreciation of differences & similarities Ability to maintain long-lasting, deep

relationships Both romantic & platonic

Overarching Theme: Accepting people for who they are

What Not to Do…

Developing Mature Interpersonal Relationships

5. Establishing Identity Comfort w/ body, appearance, gender,

sexual orientation, roles, etc.

Secure sense of self, self-acceptance, & self-esteem Even when faced w/ others’

feedback/criticism

Revised Theory: Acknowledges differences in identity

development based on gender, race, and/or sexuality

6. Developing Purpose Developing goals, sticking with

meaningful interests/activities, & forming solid interpersonal commitments

“Intentionally making and staying with decisions, even in the face of opposition” (Blahblah, 2011).

Life calling

Superheroes!

7. Developing IntegrityThree Sequential/Overlapping Stages: Humanizing Values

Move away from rigid morality system Interest of others balanced w/ own interests

Personalizing Values Own core values affirmed Others’ acknowledged/respected

Developing Congruence Your values = Your actions

1. Institutional Objectives2. Institutional Size3. Student-Faculty Relationships4. Curriculum5. Teaching6. Friendships and Student Communities7. Student Development Programs and

Services

Seven Key (Environmental) Influences

Activity: Application of Key Influences

With each key influence, consider how well Missouri State (or your alma mater) does in utilizing these environmental factors to advance student development.

After each slide, I’ll ask for a few examples, opinions, or comments.

1. Institutional Objectives Clear, specific

Used as guide by personnel when developing programs & services

Leads to greater consistency

Highlights values of institution Students can agree/challenge said values

2. Institutional Size Significant immersion in/satisfaction with

campus life important for student development

If # of people > range of opportunities… Development potential hindered for all Students feel redundant, unnecessary

3. Student-Faculty Relationships Extensive/varied interactions See faculty as real people (GASP!)

Positive Components: Accessible, authentic Knowledge of students Use of good communication skills

4. Curriculum Relevant to students’ history

Offer diverse perspectives Challenge assumptions & pre-existing info Opportunities to integrate into current

knowledge

5. Teaching

“For development to occur, teaching should involve active learning, student-

faculty interaction, timely feedback, high expectations, and respect for

individual learning differences” (Evans et al., 2010, p. 70).

6. Friendships & Student Communities

Meaningful friendships & diverse organizations w/ shared interest develop all 7 vectors

Res Hall floors, student orgs, classes, etc.

Best: Interaction, collaboration, diversity, inclusive, knowledge base

7. Student Development Programs & Services Collaboration of faculty & StA

Professionals

Staff redefine themselves as educators & “Student Affairs Professionals”

Educate the whole student

1. Integration of Work and Learning2. Recognition and Respect for

Individual Differences3. Acknowledgement of the Cyclical

Nature of Learning and Development

Three Admonitions

Three Admonitions Integration of Work & Learning

Many students also work/volunteer Collaboration between business,

community, & IHE Recognition & Respect for Individual

Differences Tension will increase w/ diversity unless

addressed Educators must adjust w/ their students’

backgrounds Cyclical Nature of Learning &

Development New experiences/challenges => discomfort That’s okay. Learning is occurring!

AssessmentValidationSpecific Student PopulationsRelated Factors

Research

Assessment Difficult to assess psychosocial

development Complex Ongoing Must be taken in context w/ culture

Two tools developed: Student Developmental Task & Lifestyle

Assessment Iowa Student Development Inventories

Validation Studies range from partial to full support

Difficult to determine if theory is invalid or assessment tools are bad

Further research is needed

Specific Student Populations: Women

Men/Women Differ in Development

Developing Mature Interpersonal Relationships Precedes autonomy Achieve autonomy through these

relationships More developed @ start of college than

men @ end

Racial/Ethnic Groups Chickering’s theory considered weak in

examining development of students of color Racial/ethnic identity can delay other vectors Assimilation to a dominant culture Different cultural values Isolation/loneliness on white campuses Confidence, secure ethnic identity, and

realistic self-valuing vital to African American student success on white campuses.

LGBT Students Little research on validity of theory to

LGBT students Sexual identity development can hinder

other vectors for LGBT students Disadvantaged for early vectors,

adversely affect later vectors Give up majority identity to develop new

minority identity Coming out a uniquely LGBT experience

Related Factors Involvement on campus helps

development Some exceptions in research: athletics,

Greek life

Life experiences can affect psychosocial development

Psychosocial development correlated with… Career Development Moral Development

ProgrammingIndividual InteractionsEnvironmental Interventions

Applications

Programming Develop programs to meet seven

vectors

Evaluate/explain impact of programming

Help students w/ developmental deficiencies Students drawn to programs that focus on

already-developed vectors Special effort to match program/right

students

Individual Interactions/Environmental Interventions Knowing students’ likely concerns can

help prepare StA Professionals on what to know/suggest

Introduce environmental catalysts for development Residential Learning Contract Learning Center (faculty/StA collaboration)

Critique Applauded for integrating secondary

research and critiques into revised theory

Practical, easy to understand/use More research on validity needed Vector definitions general/hard to

measure More research on relation to diverse

groups May be impossible to develop all-inclusive

theory

ReferencesEvans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: theory, research and practice. (2nd ed.). San Francisco, CA: John Wiley & Sons.

Lounsbury, J. W., Saudargas, R. A., Gibson, L. W. , & Leong, F. T. (2005). An investigation of broad and narrow personality traits in relation to general and domain-specific life satisfaction of college students. Research in Higher Education, 46(6), 707-729. doi: 10.1007/s11162-004-4140-6

Riggs, R. O. (1994). Education and identity (2nd Ed.). Educational Studies, 25(4), 295. http:// tandfonline.com/toc/heds20/current