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

2. 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

3. 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

4. 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

5. 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.

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

7. 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

8. 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?

9. 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

10. 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?

11. 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.

12. 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?

13. 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.

14. 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?

15. 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.

16. 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?

17. 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.

18. 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?

19. 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

20. 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

21. 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.

22. 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”

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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), doi: /csd
Chickering, A. (n.d.). Seven vectors: An overview. Cabrini College. Retrieved from
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 ). 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), doi: /csd