Chickering Vectors of Student Development.pptx

MeaningMakingandtheCollegiateExperience
SevenVectorsIden.fied
—  DevelopingCompetence
—  ManagingEmotions
—  MovingthroughAutonomytowardInterdependence
—  DevelopingMatureInterpersonalRelationships
—  EstablishingIdentity
—  DevelopingPurpose
—  DevelopingIntegrity
DevelopingCompetence
—  ThreetypesofCompetence
—  IntellectualCompetence
—  PhysicalandManualCompetence
—  InterpersonalCompetence
IntellectualCompetence
—  Specifically,intellectualcompetenceistheskillof
usingone’smind—studentcanmoreeasilymaster
content,gainintellectualsophistication,andbuild
skillsthathelpincomprehensionandanalyzing.
Chickeringnotesthatcollegesanduniversitieswho
utilizehistheoryintheirownprogramsshould
considerthatintellectualcompetenceisnotsimply
passingtestsortheabilitytomemorizefacts.
PhysicalandManualCompetence
—  Physicalandmanualcompetencearedevelopedand
generatedthroughathletic,artistic,andother
tangibleactivities.Growthcanbeobservedin
strength,fitness,andself-discipline.Theemotionof
competitionandpursuitofapprovalandcriticism
becomeapartofthestudents’identityasthese
activitiesare“anavocationaroundwhichmuchoflife
isorganized.
InterpersonalCompetence
—  Finally,interpersonalcompetenceischaracterizedby
students’skillsingroupworkandsettings.
Developmentcanbeseenintheirabilitytolisten,
cooperate,andcommunicate,aswellas“work
smoothlywithagroup,facilitateother’s
communication,addtotheoveralldirectionofthe
conversationratherthangooffontangents,andbe
sensitiveandempatheticwithothers.”
ManagingEmo.ons
—  Inthisvector,studentsbecomemoreawareoftheir
emotions.Awarenessofemotions“increaseswhen
studentslearntoidentifyandacceptfeelingsas
normalreactionstolifeexperience[and]whenthey
canunderstandandamendoutdatedassumptions
thatamplifynegativefeelings”
ManagingEmo.ons,con’t.
—  Themostimportantaspectofthisvectorandthe
students’movementthroughdevelopmentistheir
abilitytorespondappropriatelytotheemotionsthat
mayfacethem.Emotionslikefear,anxiety,anger
leadingtowardaggression,depression,guilt,shame,
care,optimism,andinspirationareallemotionsthat
canbecommonincollegestudents’experiencesand
developmentthroughtheircollegeyears.
MovingthroughAutonomytoward
Interdependence
—  Collegestudents’movementthroughautonomy
towardinterdependenceconsistsof:
—  emotionalandinstrumentalindependence
—  recognitionandacceptanceofinterdependence
Emo.onalandInstrumental
independence
—  Emotionalindependenceischaracterizedbya
movementawayfromreassurance,affection,and
approvalfromparents,peers,andothersocialgroups.
Studentsinthisvectorarewillingto“risklossof
friendsorstatusinordertopursuestronginterestsor
standonconvictions”.
—  Instrumentalindependenceincludesanincreased
abilitytobeself-sufficientandtoleaveoneplaceand
besuccessfulinanother.Studentsbecomeimproved
criticalthinkersandarebetteratputtingthese
thoughtsintoaction.
Recognition and Acceptance of
Interdependence
—  Recognitionandacceptanceofinterdependence
occurswhenstudents“learnlessonsaboutreciprocity,
compromise,[and]sacrifice.”
—  Here,“theneedtobeindependentandthelongingfor
inclusionbecomebetterbalanced[and]hardlessons
bringtheacceptanceofthosethingsthatcannotbe
changed”.
—  Selfsufficiencybecomesthemostimportantaspect
andfeatureofthisvector.
DevelopingMatureInterpersonal
Rela.onships
—  maturerelationshipsarecharacterizedby“toleranceand
appreciationofdifferencesandcapacityforintimacy”.
Bothoftheseaspectsofrelationshipsrequirethestudent
toacceptindividualsforwhotheyare,appreciate
differences,bridgegaps,andbeobjective.Aheightened
senseofappreciationforcommunityandculturaldiversity
canalsobeobservedinthisvector.
—  Anincreasedsenseofintimacyinrelationshipsallows
studentstomakelastingcommitmentsgroundedin
honestyandresponsiveness.Amovementawayfrom“too
muchdependenceortoomuchdominancetowardan
interdependencebetweenequals”becomesthenormin
bothfriendlyandromanticrelationships.Deeper
connectionsdevelopbetweenindividualsinthisvector.
EstablishingIden.ty
—  The“EstablishingIdentity”vectorisdependentonthe
experienceinthevectorsthatcomebeforeit—the
competencies,emotions,confidenceinone’s
independence,andrelationshipsallfactorinto
identitydevelopment.
—  Simply,identitydevelopmentis“likeassemblinga
jigsawpuzzleorremodelingahouse”
EstablishingIden.ty,con’t.
—  ThereareseveralcharacteristicsofEstablishing
Identity,whichinclude:
—  comfortwithbodyandappearance,
—  comfortwithgenderandsexualorientation,
—  senseofselfinsocial,historical,andculturalcontexts,
—  clarificationofself-conceptthroughrolesandlife-style,
—  senseofselfinresponsetofeedbackfromvalued
others,
—  self-acceptanceandself-esteem,and
—  personalstabilityandintegration
EstablishingIden.ty,con’t.
—  Otheraspectsofdevelopmentinvolvedinestablishing
identityinclude:
—  anincreasedawarenessoffamilialandreligious
connections,
—  aswellasasenseofhowoneisevaluatedbyothers,and
—  establishingrolesathomeandatwork.
—  Students’maturationanddevelopmentthroughthis
vector“leadstoaclarityandstability…forthiscore
selfascapable,familiar,worthwhile.”
DevelopingPurpose
—  Afterclarifyingaspectsofdevelopmentlikeidentity,
studentsthenattempttodetermine“whotheywant
tobe.”
—  Althoughpurposecansometimesbeconfusedwith
findingagoodjoborbeingfinanciallysuccessfulafter
college,developingpurposereally“entailsan
increasingabilitytobeintentional,toassessinterests
andoptions,toclarifygoals,topersistdespite
obstacles,andtomakeplans.”
DevelopingPurpose,con’t.
—  Someoftheseplansinclude:
—  generatingvocationalplansandaspirations,personal
interests,and
—  interpersonalandfamilycommitments
—  —whilestillbeingfocusedonthebiggerpicture.
—  Inthisvector,studentsdiscoverwhattheylovetodo
andattempttofollowthroughonthosejobsand
interests,eveniftheydon’tpaythebills.
—  Asthestudentcontinuestodevelopalongthe
continuum,life-styleandfamilyconsiderationsalso
becomeafactorindecisionsandgoalsetting.
DevelopingIntegrity
—  Incollege,studentstendtoexperienceachangein
theirvaluesystemanddeveloptheirownsetofvalues
andinterests.
—  Theymoveawayfromthedogmaticbeliefstheymay
havegrownupwith.
—  Thisvectorconsistsofthreedifferentstages:
—  humanizingvalues,
—  personalizingvalues,and
—  developingcongruence
HumanizingandPersonalizingValues
—  Humanizingvaluesincorporatesstudentsbalancing
“self-interestswiththeinterestsof[their]fellow
humanbeings.”
—  Personalizingthesevaluesinvolvesconfirmingcore
valuesandbeliefsthroughone’sexperiencewhile
respectingotheropinionsandpointsofview.
Developing Congruence
—  Developingcongruenceoccurswhenstudents’
behaviorbecomesconsistentwiththevaluesand
beliefstheyhold(pp.51,237).
—  Inessence,“DevelopingIntegrity”surroundsstudents’
recognitionthattheirvaluesandbeliefshave
implicationsintheiractions.
ChickeringandReisser’s
(1993)bookdetailingthe
SevenVectorsofIden.ty
Development
http://
edld579douglasopensource.tumblr.co
m/
AccessedNovember13,2012
TheRev.Dr.StevenVoytovich