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E-grāmata: Theory of College Student Development

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  • Formāts: 358 pages
  • Sērija : Sappi
  • Izdošanas datums: 25-Jul-2022
  • Izdevniecība: Charles C Thomas Pub Ltd
  • ISBN-13: 9780398093877
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Theory of College Student DevelopmentPalielināt
  • Formāts: 358 pages
  • Sērija : Sappi
  • Izdošanas datums: 25-Jul-2022
  • Izdevniecība: Charles C Thomas Pub Ltd
  • ISBN-13: 9780398093877
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"The purpose of Theory of College Student Development is to provide readers with new theoretical knowledge or a reminder of the foundational and evolving theories that professionals can utilize for understanding and making sense of students' behavior. Its primary focus is on the integration of knowledge, skills, and application of such theories in such a way as to emphasize utility and application. A unique component is its emphasis on professional competence, professional identity, and theoretical application. Unlike previously published case study books designed to reach student development theory, this text utilizes a single case that allows readers to see how a range of theories are applicable to this one case. Theories presented for application include both foundational and evolving theoretical perspectives. The twelve chapters have been written by both faculty and practitioners. Each coeditor and chapter author brings unique perspectives and lens of viewing theory and application, representing their experiences, talents, and expertise. It features authors who represent the best of the best, and these authors challenged us to be more innovative as we reimagine the evolution of student development theory. The editors had two specific audiences in mind: faculty and higher education practitioners. With over two hundred graduate preparation programs in the United States, most offering a student development theory course, this book will help graduate faculty, both new and seasoned, with a mechanism for teaching theory in a fun, relevant, and innovative way"--

This book contains 12 chapters that detail theories of college student development and behavior, focusing on the integration of knowledge, skills, and the application of theories. It applies several theories to a single case, covering psychosocial development, cognitive structural theory, theories of moral development, racial and ethnic identity development, gender and sexual identity development, disability and identity development, faith and spirituality development, and the development of self-authorship. Contributors are faculty and practitioners in higher education in the US. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)
Foreword xiii
Preface xvii
1 What Is College Student Development Theory And What Are Its Implications For Student Affairs Professionals?
3(17)
Phyllis McCluskey-Titus
Naijian Zhang
Tony Cawthon
Introduction and Need for This Book
4(1)
What is Student Development Theory?
5(1)
Brief History of Theories of College Student Development
6(1)
Cognitive/Cognitive-Structural Theories
7(1)
Moral Development Theories
8(1)
Psychological/Psycho-Social Theories
9(1)
Other Foundational Theories
9(1)
Identity Development Theories
10(1)
Future Development Critical Theories
11(1)
The Use of Theory and Its Application with Diverse Populations
11(2)
Case Studies as Pedagogy
13(2)
Summary
15(1)
References
16(4)
2 College Student Development Theory: Professional Identity And Professional Competence
20(30)
Ashley Tull
Introduction
20(1)
Professional Identity Development
21(1)
The Role of Graduate Preparation Programs in Identity Development
22(3)
Supervision and Mentorship and the Identity Development Process
25(1)
Professional Development Initiatives and Identity Development
26(1)
Development of Professional Competence
27(1)
Knowledge, Skills and Abilities
27(2)
Values in the Development of Professional Identity and Competence
29(2)
Confidence, Identity and Competence in the Development Process
31(1)
Diversity Considerations in the Development of Professional Identity and Competence
32(1)
Ongoing Professional Development for Middle and Senior-Level Administrators
33(1)
The Role and Function of Student Development Theory in Practice
34(2)
The Relationship Between Professional Identity, Professional Competence and Use of Student Development Theory
36(1)
The Connection Between Preparation and Practice
36(1)
Supervision as a Connector Between Identity, Competence and Use of Theory
37(1)
Experiential Learning in the Development of Professional Identity and Competence
38(1)
Ethical Issues Associated with the Application of Student Development Theory
39(2)
Challenges and Cautions When Applying Student Development Theory in Practice
41(1)
Scholarship on the Use of Student Development Theory
41(1)
Individual and Group Differences When Using Student Development Theory
42(1)
Diversity Considerations
42(1)
Gaps Between Theory and Practice
43(2)
Conclusion
45(1)
References
46(4)
3 Theory And Practice: A Case Conceptual-Ization
50(16)
V. Barbara Bush
Naijian Zhang
Introduction
50(3)
Using Theories in Practice: A Case Conceptualization Model
53(2)
The Case of Stephen Jefferson
55(1)
The Setting
55(2)
The People Involved
57(1)
The Situation
58(1)
Questions
59(1)
Important Factors for Discussion
59(1)
Case Conceptualization
60(4)
References
64(2)
4 Psychosocial Development
66(24)
Antonio Duran
Sarah Grace Kaschak
Introduction
66(1)
Brief History of Theory and Theorists
67(1)
Erik Erikson
67(1)
James Marcia
68(1)
Ruthellen Josselson
68(1)
Arthur Chickering
69(1)
Overview of Psychosocial Development Theories
69(1)
Erikson's Identity Formation
70(1)
Stage One Trust vs. Mistrust
70(1)
Stage Two Autonomy vs. Shame and Doubt
70(1)
Stage Three Initiative vs. Guilt
70(1)
Stage Four Industry vs. Inferiority
70(1)
Stage Five Identity vs. Role Diffusion
71(1)
Stage Six Intimacy vs. Isolation
71(1)
Stage Seven Generativity vs. Stagnation
71(1)
Stage Eight Integrity vs. Despair
71(1)
Marcia's Ego Identity Statuses
71(1)
Foreclosure
72(1)
Moratorium
72(1)
Identity Achievement
72(1)
Diffusion
72(1)
Josselson's Theory of Women's Development
73(1)
Foreclosures: Purveyors of the Heritage, Guardians
73(1)
Moratoriums: Daughters of the Crisis, Searchers
73(1)
Identity Achievement: Pavers of the Way, Pathmakers
73(1)
Identity Diffusions: Lost and Sometimes Found, Drifters
73(1)
Chickering's Developmental Vectors
74(1)
Developing Competence
74(1)
Managing Emotions
74(1)
Moving Through Autonomy Toward Interdependence
74(1)
Developing Mature Interpersonal Relationships
74(1)
Establishing Identity
75(1)
Developing Purpose
75(1)
Developing Integrity
75(1)
Chickering's Educationally Influential Environments
75(2)
Development of and Use for College Students
77(1)
Role and Function of the Theory in Practice
78(1)
The Use of the Theory and Its Application with Minoritized Populations
79(2)
Relevance to Professional Competence and Professional Identity
81(1)
Case Illustration---Apply the Theory to the Case of Stephen Jefferson
82(1)
Stephen Jefferson from the Perspective of Erik Erikson
83(1)
Stephen Jefferson from the Perspective of James Marcia and Ruthellen Josselson
84(1)
Stephen Jefferson from the Perspective of Arthur Chickering and Linda Reisser
85(2)
Conclusion
87(1)
References
87(3)
5 I Think Therefore I Am: Using Cognitive Structural Theory
90(29)
Karen D. Boyd
Tony W. Cawthon
Drew T. Ashby-King
Zachary J. Hyder
Brief History of Student Development Theory and Cognitive Structural Theory
91(1)
Development of Cognitive Development and Its Use for College Students
92(2)
Overview of Select Cognitive Theoretical Contributions
94(1)
Perry's (1970) Theory of Intellectual and Ethical Development
95(1)
Belenky, Clinchy, Goldberger and Tarule's (1986) Women's Ways of Knowing
96(2)
King and Kitchener's (1994) Reflective Judgment Model
98(2)
The Development Arch
100(1)
Role and Function of the Theory
101(3)
The Use of the Theory and Its Application with Diverse Population
104(1)
How Women's Ways of Knowing has Impacted Theory and Practice
105(1)
Cognition, Differing Perspectives, and Intercultural Capacity
106(1)
Relevance to Professional Competence and Professional Identity
107(2)
Case Illustration---Apply the Theory to the Case of Stephen Jefferson
109(1)
The Environment
109(1)
Influential Theoretical Factors
110(1)
Description of Roommates Perspectives and Needs
110(2)
Description of Administrators Perspectives and Needs
112(2)
Conclusion
114(1)
References
114(5)
6 Theories Of Moral Development
119(18)
James Lorello
Shawn Knight
Introduction
119(1)
Overview of the Key Moral Development Theories
120(1)
Piaget's Theory
120(1)
Kohlberg's Theory
121(4)
Application of Heinz Dilemma to Kohlberg's Theory
125(1)
Gilligan's Theory
125(3)
Rest's Theory
128(2)
Professional Competencies and Moral Theory
130(1)
Application to Diverse Populations
131(2)
Case Illustration---Apply the Theory to the Case of Stephen Jefferson
133(1)
Reflection Questions
134(1)
References
135(2)
7 Racial And Ethnic Identity Development
137(33)
Nichole M. Garcia
Rebeca Mireles-Rios
Courtney Wright
Introduction
137(1)
Terminology and Definitions
138(1)
Race and Racism
138(1)
Ethnicity
139(1)
Power, Privilege, and Oppression
139(1)
Brief History of the Theory and the Theorists
140(4)
Cross and Fhagen-Smith's Black Identity Model
144(3)
Helm's White Racial Identity Model
147(1)
Rowe, Bennett, and Atkinson's White Racial Consciousness Model
147(1)
Gallegos and Ferdman's Latina and Latino Ethnoracial Orientation Model
148(1)
Jean Kim's Asian American Identity Development Model
149(1)
Perry Horse's Model of Indian Racial Identity or American Indian Development
150(1)
Renn's Mixed Race Identity Development Model
151(1)
Phinney's Model of Ethnic Identity Development
151(1)
Sue and Sue's Racial and Cultural Identity Development Model
152(1)
Critical Race Theory in Education
153(1)
MultiCrit
154(2)
Critical Whiteness
156(1)
Microaggressions and Racial Battle Fatigue
157(1)
The Use of the Theory and Its Application with Diverse Population
158(1)
Case Illustration---Apply the Theory to the Case of Stephen Jefferson
158(1)
Identifying Power, Privilege, and Oppression
158(1)
Setting and Institutional Context Matters
159(1)
The Situation
160(1)
Applying MultiCrit and Critical Whiteness Studies
160(2)
Conclusion: Relevance to Professional Competence and Professional Identity
162(1)
References
163(7)
8 Gender Identity Development
170(26)
D. Chase
J. Catalano
Rachel Wagner
Sex, Gender, and Sexuality
171(3)
Theories of Gender/Theories that Include Gender
174(1)
Cisgender Women's Ways of Knowing
174(1)
Identity Development in Cisgender Women
175(2)
Cisgender Men's Gender Identity Development
177(1)
Cisgender College Men and Masculinity
178(1)
Lev's (2004) Gender Identity Development
179(1)
Nonbinary and Trans Identities
180(1)
Mirroring and Witnessing
181(1)
The Dynamic Gender and Sexuality Model
182(2)
Intersectional Approaches
184(2)
Uses of Gender Theory with Collegians
186(4)
Case Illustration---Apply the Theory to the Case of Stephen Jefferson
190(2)
Conclusion
192(1)
References
192(4)
9 Sexual Identity Development
196(28)
Gavin Weiser
Alyssa Stasicky
Crystal Jones
Meaghan Lynch
Introduction
196(1)
Overview of the Theories
197(1)
Cass's (1979, 1984) Homosexual Identity Formation
197(1)
Brief History of the Theory and the Theorist
198(1)
Development of the Theory and Its Use for College Students
199(1)
D'Augelli's (1994) Lifespan Model of Gay, Lesbian, and Bisexual Identity Development
200(1)
Brief History of the Theory and the Theorist
200(2)
Development of the Model and Its Use for College Students
202(1)
McCarn and Fassinger's (1996) Work on a Model for Lesbian Identity Development
202(1)
Brief History of the Theory and the Theorist
203(1)
Development of the Model and Its Use for College Students
204(1)
Dillon, Worthinton, and Moradi's (2011) Unifying Model of Sexual Identity Development
205(1)
Brief History of the Theory and the Theorist
205(1)
Development of the Model and Its Use for College Students
206(3)
Role and Function of the Theories
209(1)
The Use of Theory and Its Application with Diverse Populations
210(2)
Professional Competence and Professional Identity
212(3)
Case Illustration---Apply the Theory to the Case of Stephen Jefferson
215(1)
Overview of Salient Points from the Case of Stephen Jefferson
215(1)
Analysis of the Case of Stephen Jefferson
216(3)
Proactive Measures in Educational Leadership
219(2)
References
221(3)
10 Disability and Identity Development
224(28)
Vickie Ann McCoy
Introduction
224(6)
Brief History of Disability Identity Theories and the Theorists
230(4)
Development of the Area and Its Use for College Students
234(4)
Overview of the Theory
238(1)
Role and Function of the Theory
239(1)
Model of Social and Psychosocial Disability Identity Development
239(2)
The Use of the Theory and Its Application with Diverse Populations
241(2)
Relevance to Professional Competence and Professional Identity
243(2)
Case Illustration---Apply the Theory to the Case of Stephen Jefferson
245(2)
References
247(5)
11 Faith and Spirituality Development
252(25)
Sarah Williamson
LaShonda Anthony
Introduction
252(1)
Brief History of Faith and Spirituality in Higher Education
253(3)
Overview of the Theory
256(1)
Fowler's Stages of Faith
256(2)
Parks' Faith Development Model
258(2)
Smith's Theory
260(2)
Wedow et al.'s Theory
262(2)
Use of Theory and Application to Diverse Populations
264(2)
ACPA/NASPA Competencies
266(2)
Case Illustration---Apply the Theory to the Case of Stephen Jefferson
268(4)
Conclusion
272(2)
References
274(3)
12 Development Of Selfauthorship
277(19)
Ebelia Hernandez
Dawn Ogali-Frederic
Introduction
277(1)
Brief History of Self Authorship Scholarship
278(1)
Development of the Area and Its Use for College Students
279(2)
Overview of the Theory
281(1)
The Three Dimensions of Self Authorship
281(2)
Four Phases of the Journey towards Self-authorship
283(2)
Role and Function of the Theory in Practice
285(1)
Learning Partnerships
285(2)
The Use of the Theory and Its Application with Diverse Populations
287(2)
Relevance to Professional Competence (ACPA & NASPA) and Professional Identity
289(3)
Case Illustration---Apply the Theory to the Case of Stephen Jefferson
292(4)
References 296(3)
Index 299
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