Student Development Theory
Agenda
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History
Chickering’s Psychosocial Theory of Student
Development
Perry’s Cognitive Theory of Student
Development
Theory of Moral Development
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Kohlberg
Gilligan
History of Student Development Theory
The first 300 years:

17th century-”in loco parentis”
 Character development
 Average age 14 years
The Student Services Movement
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Late 19th-early 20th century
Development of the field of Psychology
Provide services to students:
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Remedial services
Counseling
Programs to supplement academics
The Student Development Movement
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Middle of 20th century-Present
Student activism
Developing psychological and sociological
theories:
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Theories of human growth
Theories of environmental influences
The Student Development Movement
1.
2.
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4.
5.
Look at the whole student.
Each student is unique.
The total environment is educational.
The total environment helps the student
achieve full development.
The student has the major responsibility for
his/her own development.
Arthur W. Chickering:
The Vector Theory
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Based on Erikson’s adolescence stage of
identity vs. identity/role confusion
Seven vectors along which college students
develop:
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Tasks of identity resolution
Seven Vectors
1.
2.
3.
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6.
7.
Developing Competence
Managing Emotions
Developing Autonomy
Establishing Identity
Interpersonal Relationships
Developing Purpose
Developing Integrity
Developing Competence
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Intellectual Competence
Physical and Manual Competence
Social/Interpersonal competence
Managing Emotions
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Awareness of one’s feelings
Being able to handle feelings
Developing Autonomy
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Emotionally independent
Self-Regulation
Make plans for goals
Solve own problems
Identify resources
Systematic problem solving methods
Recognize interdependence
Establish Identity
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Integrate one’s experience
Realistic and stable self-image
Experimentation in relationships
Experimentation in purpose
Experimentation in integrity
Aware of one’s preferences in experiences
Interpersonal Relationships
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Tolerance of differences
Capacity for mature intimate relationships
Empathy
Develop Purpose
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Clarify interests
Clarify educational and career options
Clarify lifestyle preferences
Have an integrated identity
Develop Integrity
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Define one’s values
Awareness of relativity of values
Have personal code of values to guide
behavior.
Behavior congruent with beliefs and values
Post-conventional level of morality
Cognitive Theory of Student Development:
William Perry
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Based on Piaget’s cognitive theory of
development
Steps students move through from a
simplistic view of the world to a mature view
of the world
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Cognitive conflict motivates progression to
maturity
Level 1: Dualism
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There are right and wrong answers and experts
know the answers.
***High degree of structure
***Personal atmosphere in classroom
***Experiential Learning
***Analysis of conflicting viewpoints
Level 2: Relativism
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Knowledge is uncertain. Some answers are not
always right.
***Less structure
.
***Personal atmosphere in classroom
***Diverse Content
Level 3: Commitment
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Nothing works in all circumstances or is
always right. Search for new knowledge.
Moral Development Theory
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Lawrence Kohlberg
Carol Gilligan
Lawrence Kohlberg
Moral Development
Stages:
1. Preconventional (before 9)
Focus on rewards and punishments
2.
Conventional (early adolescence)
Rules are the rules, conform
3.
Postconventional
Universal issues of ethics, morality, justice,
fair play, abstract & ethical principles
Gender Differences
Women = Care Focus
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Women prefer social
groups.
Women concerned with
care and response to
need.
Men = Justice Focus
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Men prefer the
individual.
Men are concerned with
equality, reciprocity,
justice, and rights.
Carol Gilligan
Levels of Moral Development:
1.
Individual Survival
1.
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Self-Sacrifice
1.
1.
Follow rules for rewards
Avoid punishment
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Meet needs of others
Sacrifice own needs
Equality
1.
Adolescence:
Everyone’s needs met
Sacrifices shared
equally
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Girls are more
concerned with
relationships
Girls develop their
identities through their
relationships
Girls develop their
identities while engaged
in close relationships
Activity
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Examine your tutoring lab and see what
applies to the theories.
In what ways can you improve the lab to
address the factors in the theories?