student development theory
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SONIA DÁVILA-COSME
Familiarize staff and faculty with Student
Development Theory.
Present the importance, history, and
utility of these theories.
Establish the differences among college
and adult age groups.
Know how to apply Student
Development Theory to hypothetical
situations.
Development is a process in which individuals expand their capacities and present a growth in abilities and knowledge. This growth is based on experiences and can be psychological, social and intellectual.
According to Piaget and Erikson human development can be divided in stages or periods.
Erik H. Erikson present those periods in eight stages (Harder, 2009).
Student Development Theory (SDT)are a set of diverse theories that try to explain the way students develop, grow and mature during the years they are enrolled in a higher education institution (Evans, Forney and Guido-DiBrito, 1998).
Foundational Theories of student
development began in the early 1960s.
Some of the precursors in the area were:
Nevitt Sanford
Douglas Heath
Roy Heath
Kenneth Feldman and Theodore
Newcomb
Ortiz (1995) and Evans et al. (1998)
present that knowing Student
Development Theories can help higher
education personnel (staff, faculty, and
administrators) to provide better
programs and services based on student
diversity and particularities.
Psychosocial Theories
Cognitive-structural
Theories
Moral development
theories
Typology and adult
development theories
Identity development
theories
Erik Erikson
Arthur Chickering
Arthur Chickering &
Linda Reisser
Jean Piaget
William G. Perry, Jr.
Lawrence Kohlberg
Carol Gilligan
There are gender differences among the two theories
Myers-Briggs Type Indicator (Personality type theory). Developed by Katherine Cook Briggs and her daughter, Isabel Briggs Myers
John Holland’s Career Development Theory
David Kolb’s Experiential Learning Theory
Racial and Ethnic Identity Development
-Cross model of Psychological
Nigrescence
-Helm’s Model of White Identity
-Phinney’s Model of Ethnic Identity
Gay, Lesbian, and Bisexual
Identity Development
-Cass’s Model of Homosexual Identity Formation
-D’Augelli’s Model of Lesbian, Gay, and Bisexual Development
The quantity of theories and models
could be overwhelming.
All theories have its limitations and can
not be applied to every population or
setting.
They should be used to empower
students, not to diagnose or tell them
what to do.
When applying student development theories professionals should observe the following steps:
Study and familiarize with diverse developmental models and typologies.
Identify the issues or problems presented by the student.
Select and apply the theories that relate to the issue and take decisions to improve services and environmental conditions.
Michelle was recently admitted to the university. Her mother wants her to study physics because Michelle is very good at that, she has excellent grades and the opportunity to apply for a science scholarship. She also likes to paint and everybody tells her that she has talent. Michelle is not sure about her career choices. She does not want to disappoint her mother nor want to give up on painting because she loves it.
1) Identify the issues or problems presented by the student.
-the student is not sure about her career choices
-the student has identified her abilities and preferences
-the student feel guilty and does not want to disappoint her mother
2) Apply the theories that relate to the issue and take decisions to improve services and environmental conditions.
-Personality Type Theory/Career Development Theory/Gillian Theory of Moral Development
-The institution can help Michelle providing her advising and counseling services to deal with her sentiments of guilt and family situation. They also could offer orientation services that will help her take well informed decisions regarding her career choices and future.
Is essential to recognize:
Diversity (culture, ethnicity, gender).
Individuality (personality, preferences,
learning styles).
Environment (experiences, campus
climate, curricular and
extracurricular activities).
Is also important
to recognize that
everyone in the
institution is a
teacher (Ruben,
2004).
Baxter-Magolda, M.B. (2009). The activity of meaning making: a holistic perspective on college student
development. Journal of College Student Development, 50(6), p. 621-639. Retrieved January 6, 2010,
from ProQuest Education Journals
Bernstein, L. (2000). Assessing the status of gay, lesbian and bisexual students on campus. Diversity Digest.
Retrieved January 10, 2009, from http://www.diversityweb.org/digest/Sp.Sm00/status.html
Clarkson, S. (2006). An introduction to Student Development Theory. Retrieved December, 29, 2009 from
http://www.reslife.cmich.edu/rama/index.php?section=Experienced_Staff&category=Intro_To_Student
_Development_Theory
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and
practice. San Francisco: Jossey-Bass.
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http://www.learningplaceonline.com/stages/organize/Erikson.htm
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