First Year Issues and the Development of College Students

Susan Allen Ortega, Assistant Vice Chancellor & Dean of Students

Jennifer Miller

Student Development Educator

Reaching for Education, Affirmation, Community and Harmony

(R.E.A.C.H.) Program Volunteers

Introduction to Chickering’s Theory of College Student Development

His theory of psychosocial development was the first major theory to specifically examine the development of college students.

His work from 1959-65 led to his landmark 1969 theory which provided an overview of developmental issues faced by college students as well as environmental conditions that influences development.

Evolution of Chickering’s Theory

During the 1980’s Chickering began to further revisit his original theory and identified areas for improvement:

– Incorporate research on gender, race and national origin.– Acknowledge the greater range of options students now

had.– Consider how the theory should fit adult learners.– Alter definitions of several vectors to reflect societal

changes and to recognize the work of other researchers.

Chickering revised his theory to be more inclusive of various student populations through his work with Linda Reisser in the 1990’s.

Why Vectors of Development?

While some psychosocial theorist’s like Erikson viewed identity development as progressing through a series of sequential “stages”, Chickering proposed seven “vectors of development” that contribute to identity.

Chickering believed students move through the vectors at different rates, that vectors can interact with each other, and students may revisit vectors previously worked through.

His vectors include emotional, interpersonal, ethical and intellectual aspects of development.

The Seven Vectors…

Developing Competence. Managing Emotions. Moving Through Autonomy Toward

Interdependence. Developing Mature Interpersonal Relationships. Establishing Identity. Developing Purpose. Developing Integrity.

Seven Vectors Timeline

Developing Competence

Intellectual competence: acquisition of knowledge and skills related to particular subject matter, development of intellectual, cultural, and aesthetic sophistication, and skills for critical thinking and reasoning ability.

Physical and manual skills: athletic and recreational activities, attention to wellness, and involvement in artistic and manual activities.

Interpersonal competence: skills in communication, leadership and working effectively with others.

Managing Emotions

Students develop the ability to recognize and accept emotions, appropriately express and control them, and learn to act on feelings in a responsible manner.

Through his 1990’s work he included a more inclusive range of feelings (anxiety, depression, anger, shame and guilt) and more positive emotions (caring, optimism and inspiration).

Moving Through Autonomy Toward Interdependence

Increase in emotional independence: freedom from continual and pressing needs for reassurance, affection or approval from others.

Increase in instrumental independence: self-direction, problem-solving and mobility.

Students eventually recognize and accept the importance of interdependence (an awareness of their interconnectedness with others).

Establishing Identity

This vector was expanded to acknowledge differences in identity development based on gender, ethnic background and sexual orientation.

Includes being comfortable with body and appearance. Being comfortable with gender and sexual orientation. A sense of one’s social and cultural heritage. A clear self-concept. Comfort with one’s roles and lifestyle. A secure sense of self through feedback from others, self-

acceptance/self-esteem, and personal stability/integration.

Developing Mature Interpersonal Relationships

Experiences with relationships contribute significantly to the development of a sense of self:

– Development of intercultural and interpersonal tolerance and appreciation of differences.

– Capacity for healthy and lasting intimate relationships with partners and close friends.

Reisser contributed that both tasks involve the ability to accept individuals for who they are, to respect differences and to appreciate commonalities.

Developing Purpose

Developing clear vocational goals. Meaningful commitment to specific personal interests

and activities. Establishing strong interpersonal commitments. Includes intentionally making and staying with

decisions even in the face of opposition. Lifestyle and family influences affect the decision-

making and goal-setting processes involved in developing purpose.

Developing Integrity

Integrity includes three sequential but overlapping stages:

– Humanizing values: progress from rigid, moralistic thinking to the development of a more humanized value system in which the interests of others are balanced with one’s own interests.

– Personalizing values: value system is established in which core values are consciously affirmed and the beliefs of others are acknowledged and respected.

– Developing congruence: values and actions then become congruent and authentic as self-interest is balanced by a sense of social responsibility.

Chickering’s Theory and Your First Assignment: Self-assessment and Individualized Plan for Success

Provides a framework for thinking about challenges you have encountered and how to move forward constructively

Is the foundation for the self assessment (Student Developmental Task and Lifestyle Assessment- SDTLA) you will be required to complete as a first assignment for the course

Chickering’s Theory and Your First Assignment: Self-assessment and Individualized Plan for Success

Specific Actions/ Plans

•Introduce myself to other students in my classes.

•Log on to Student Life website and identify a club that looks like it might be interesting and fun. Attend a meeting or event of the club.

•Attend the Homecoming Pep Rally, Tail Gate Party and Game.

Vision for my change/ Improvement

•Join a club at UCR.

•Get to know more people on campus.

Development Task or Area of Challenge to be Addressed:

Get more involved in campus life