Chickering’s Theory of Identity Development Zachery Holder SAE 723 Dr. Baumann

Authur Chickering Erikson’s Theory (identity and intimacy) Education and Identity (1969) based on research he conducted at Goddard College and Small College Identity Linda Reisser (1993) Identity core development issue of student’s doing their college years Linda Reisser Basic premises was reshaped with new material to create a revised addition of theory

Psychosocial Theory Examines the content of development Break down issues people face as the move through life Influenced by the environmental context in which development occurs

Chickering’s Theory Seven vectors of development “because each seems to have direction and magnitude -- even though the direction maybe expressed more appropriately by a spiral or by steps than by a straight line.” Vectors build on each other accounting for emotional, interpersonal, ethical, and intellectual aspects of development. Vectors depend largely on social norms Vectors depend largely on social norms Norms change over time and are influenced by different cultures

Developing Competence Intellectual competence: developing knowledge and skills related to particular subject mater Physical competence: developed through physical productivity Interpersonal competence: the development of understanding, communicating, and interacting with others. Physical and manual competence can involve athletic and artistic achievement , designing and making tangible products, and gaining strength, fitness, and self-discipline.

Vector Application Describe a time when you remember developing intellectual, physical, or interpersonal confidence. What specific ability was enhanced? What supported your development?

Managing Emotions Recognize and accept your own emotions Appropriately express and control the emotions -Understanding appropriate release of emotions -flexibility of control or learn to express them

Vector Application Think of a time you most recently failed to manage your emotions? How would this effect those who work with or for you?

Moving Through Autonomy Toward Interdependence Increase emotional freedom Emotional Independence Emotional independence means freedom from continual and pressing needs for reassurance, affection, or approval. Instrumental Independence the ability to organize activities and to solve problems in a self-directed way, and the ability to navigate from place to place Interdependence having the awareness that others are connected to the individuals actions

Who supported you in this process? Vector Application Describe a time when you became more independent and understood the value of being interdependent. Who supported you in this process?

Developing Mature Interpersonal Relationships Interpersonal and intercultural tolerance Appreciate differences Create healthy intimate relationships More reciprocal and empathetic of others Appreciate differences- the ability to respond to people in their own right rather than as stereotypes or transference objects calling for particular conventions. More reciprocal and empathetic- Development means more in-depth sharing and less clinging, more acceptance of flaws and appreciation of assets, more selectivity in choosing nurturing relationships, and more long-lasting relationships that endure through crises, distance, and separation.

Vector Application What is another culture, religion, life style, etc. that you are interested in? How has that helped you establish relationships with someone who’s identity reflects those differences?

Establishing Identity Acknowledge differences in identity development gender, ethnic background, and sexual orientation Identity formation depends in part on the other vectors External factors from family and cultural background Identity formation depends in part on the other vectors already mentioned: competence, emotional maturity, autonomy, and positive relationships.-(1) comfort with body and appearance, (2) comfort with gender and sexual orientation, (3) sense of self in a social, historical, and cultural context, (4) clarification of self-concept through roles and life-style , (5) sense of self in response to feedback from valued others, (6) self-acceptance and self-esteem, an d (7) personal stability and integration.

Vector Application Reflecting on your own experiences and sense of identity what identity do you feel the most positive about and how has it helped to establish your other identities?

Developing Purpose Career goals Commitments to personal interest or activities Strong interpersonal commitments Many students come to college with the main goal of earning a degree but they need to take this time to develop themselves further. Developing purpose entails an increasing ability to be intentional, to asses interests and options, to clarify goals, to make plans, and to persist despite obstacles.

Vector Application What gives you a sense of purpose personally and professionally? Has that had an impact on your career choice? What is something else that gives you a sense of purpose? Have you explored them as well?

Developing Integrity Humanize and personalize values Develop congruence Humanize and personalize values Shifting away from automatic set of values to developing ones own values while also respecting the differences of others values or POV Develop congruence Our core values and beliefs provide the foundation for interpreting experience, guiding behavior, and maintaining self-respect.

Vector Application Do you remember a time when your moral beliefs were challenged? How did you work through this? Is there a time you have failed to hold to your own morals?

Environmental Influences Key influences: seven factors from educational environments Institutional Objectives Clear and specific objectives Mission Statements Key To Success: personnel pay attention and use to guide the development of programs and services

Environmental Influences Institutional Size Significant participation is important for development Numbers of opportunities is not always the issue Key to Success: Having enough meaningful opportunities for involvement. Guiding students to sometimes focus on specific involvements Student-Faculty Relationships Extensive and varied interactions Students need to see faculty in a variety of situations involving different roles Knowing who your students are and understanding how they interact and communicate Helping them relate to you on a personal level, to understand you are a person too

Environmental Influences Curriculum Relevant Curriculum Sensitive to Individual differences Offers diverse perspectives Making sure students can make sense of material Key to Success: Recognize differences, create opportunities to challenge perspectives, and Provide activities to integrate differences. Teaching Active learning, student-faculty interactions, timely feedback, high expectations, and respect for individual differences.

Environmental Influences Friendships and Student Communities “A student’s most important teacher is often another student” Key to Success: Encourage interactions between students, offer opportunities to collaborate, include people of diverse backgrounds, and serve as a reference.   Student Development Programs and Services Collaboration between academics and student affairs professionals focus on “ the education of the whole student”

Three Admonitions Helpful in making sure the key influences are a success Integration of Work and Learning Recognition and Respect for Individual Differences Acknowledgment of the Cyclical Nature of Learning and Development

Assessment Development is a continues process and a number of things factor into the ways in which a person develops Cognitive Development individuals at a different level of cognitive development will interpret experiences differently Factor in internal and external factors when applying Factor in internal and external factors when applying identities and cultural references

Specific Student Populations Women vs. Men How do the different genders effect interactions within the vectors? Racial/Ethnic Groups African Americans Other Races? LGBT Students Sexual Identity may make it difficult for individuals to have development within other vectors Women vs. Men Interact and invest within the different vectors at different times developing mature interpersonal relationships seems to precede developing autonomy Intimacy is higher in females as well as tolerance three factors that make significant independent contributions toward women’s autonomy development: the quality of relationships, parental role in providing emotional support, and an orientation toward groups beyond themselves, also called other-group orientation Racial/Ethnic Groups African Americans development occurs within different vectors independence and autonomy in interpersonal relationships environment can affect the establishment of the vector different variables have a greater importance confidence, realistic self appraisal, solid ethic ID LGBT Students Development of sexual identity may make it difficult for individuals to have develop within vectors can be influenced or affected At risk of not resolving the developmental tasks of the first four vectors which may lead to difficulties in resolving more advanced tasks Maybe faced with giving up identities Being forced to identify as simply the minority than the majority Coming Out

Application and Critique: Programming and evaluation of programs Individual Interactions Critique: Not all student populations are represented or understood when applying this theory Environmental Interventions Programming and evaluation of programs Need to provide students with the opportunity for involvement Assist in balancing self-sacrifice and self-care Students too involved or athletics Students do not always take advantage of the opportunities Individual Interactions Being aware of the development issues a student is facing Takes time to invest in all the students and have meaningful interactions Not all student populations are represented or understood when applying this theory ie: previously listed as well as Asian Americans and Native American cultural influences Environmental Interventions Understanding the goals of the programs Understanding the goals of the students Having a career decision helps connection to classes and purpose Supplying and taking advantage of resources

FOOD FOR THOUGHT “We may not know for years that a single lecture or conversation or experience started a chain reaction that transformed some aspect of ourselves. We cannot easily discern what subtle mix of people, books, settings, or events promotes growth.” Arthur Chickering

References Alessandria, K. P., & Nelson, E. S. (2005). Identity development and self-esteem of first-generation American college students: an exploratory study. Journal of College Student Development, 46(1), 3-12. doi:10.1353/csd.2005.0001 Chickering, A. (n.d.). Seven vectors: An overview. Cabrini College. Retrieved from http://www.cabrini.edu/communications/ProfDev/cardevChickering.html Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Chickering’s theory of identity development. Student development in college: Theory, research, and practice (2nd ed., pp. 64-81). San Francisco, CA: John Wiley & Sons, Inc. Foubert, J., Nixon, M. L., Sisson, V. S., & Barnes, A. C. (2005). A longitudinal study of Chickering and Reisser's vectors: Exploring gender differences and implications for refining the theory. Journal of College Student Development, 46(5), 461-471. doi:10.1353/csd.2005.0047