Cover Page

STUDENT DEVELOPMENT IN COLLEGE

Theory, Research, and Practice

THIRD EDITION

Lori D. Patton

Kristen A. Renn

Florence M. Guido

Stephen John Quaye

 

 

 

Title Page

Figures and Exhibits

Figures

  1. 2.1 An Example of the Context of College Student Development
  2. 3.1 Reason and Kimball’s (2012) Theory-to-Practice Model
  3. 4.1 Reconceptualized Model of Multiple Dimensions of Identity
  4. 7.1 Determinants of Sexual Identity Development
  5. 7.2 Processes of Sexual Identity Development
  6. 8.1 Lev’s (2004) Conceptualization of Binary Systems of Sex, Gender Identity, Gender Role, and Sexual Orientation
  7. 8.2 Relationship among Sex, Gender, Gender Role, and Sexual Orientation When All Are Fluid and on a Continuum
  8. 10.1 Model of Social and Psychosocial Identity Development for Postsecondary Students with Physical Disabilities
  9. 13.1 Marcia and Josselson’s Statuses
  10. 13.2 Chickering and Reisser’s Vectors

Exhibit

  1. 2.1 Schlossberg’s Transition Model

We dedicate this book to higher education and student affairs professionals who give of themselves daily to enhance the development of college students.

About the Authors

Lori D. Patton is an associate professor in the Higher Education and Student Affairs program at Indiana University. She has been recognized nationally for research examining issues of identity, equity, and racial injustice affecting diverse populations in postsecondary institutions. Her scholarship on critical race theory, black culture centers, LGBT students of color, and African American undergraduate women has been published in top peer-reviewed journals such as the Journal of College Student Development, Journal of Higher Education, and Journal of Negro Education. She is a coauthor of the Second Edition of Student Development in College and a contributor to several other Jossey Bass publications including Student Services: A Handbook for the Profession, 5th ed., and The Handbook of Student Affairs Administration (3rd ed.). She is the editor of Campus Culture Centers in Higher Education: Perspectives on Identity, Theory and Practice (Stylus, 2010), coeditor (with Shaun R. Harper) of the New Directions for Student Services Monograph, Responding to the Realities of Race (2009), and co-editor (with Natasha N. Croom) of Critical Perspectives on Black Women and College Success (Routledge). She is actively involved in and has been recognized for her scholarly and service contributions to ACPA, NASPA, ASHE, and AERA. She earned her Ph.D. in higher education at Indiana University, her master's degree in college student personnel at Bowling Green State University, and her bachelor's degree in speech communication at Southern Illinois University at Edwardsville.

Kristen A. Renn is a professor of Higher, Adult, and Lifelong Education and Associate Dean for Undergraduate Studies/Director for Student Success Initiatives at Michigan State University. She is a coauthor of the Second Edition of Student Development in College, coauthor of College Students in the United States: Characteristics, Experiences, and Outcomes (Jossey-Bass, 2013), and author of Mixed Race Students in College: The Ecology of Race, Identity, and Community on Campus (SUNY, 2004) and Women's Higher Education Worldwide (Johns Hopkins University Press, 2014). She has published extensively on student identity in higher education, student leadership, new professionals in student affairs, LGBTQ education research, and women's higher education institutions. She was associate editor for international research and scholarship for the Journal of College Student Development and serves or has served on the editorial boards of other leading journals in the field (Review of Higher Education, Journal of Higher Education, Journal of Diversity in Higher Education, Educational Researcher, American Educational Research Journal). In 2015 she received the Contribution to Knowledge Award from ACPA. She earned her bachelor's degree in music at Mount Holyoke College, her master's degree in educational leadership at Boston University, and her Ph.D. in higher education from Boston College.

Florence M. Guido is a professor of Higher Education and Student Affairs Leadership at the University of Northern Colorado. Her scholarship and contributions to the profession have been recognized numerous times by ACPA and NASPA. She served as the first scholar-in-residence for ACPA's Standing Committee for Women. She also served on the editorial boards of the Journal of College Student Development and the NASPA Journal. She is an original author of Student Development in College and a major contributor to the second edition. Her idea also sparked the eventual publication of the first edition of Student Development in College. In addition to her numerous publications including quality journal articles and books chapters, her photographs grace the cover of three books in student affairs including Student Development in College, 2nd edition (2010), Identity and Leadership (2013), and Empowering Women in Higher Education and Student Affairs (2011). Her research interests include student development of ethnic groups, students and social class, paradigms of qualitative research, photoethnography as method, and autoethnography as culture. She earned a Ph.D. in Educational Administration (with an emphasis in higher education) from Texas A&M University, a master's degree in college student personnel administration in Higher Education from Ball State University, and a bachelor's degree in art history from Briarcliff College, Briarcliff Manor, NY.

Stephen John Quaye is an associate professor in the Student Affairs in Higher Education Program at Miami University. He is a believer in the power of personal storytelling and strongly believes that hearing and sharing our stories with others can foster connections and learning across differences. He values dialogue as a vehicle to promote change in society, and specifically studies how facilitators can navigate shame and guilt in dialogue spaces and the strategies facilitators can use to engage students in dialogues about privilege, power, and oppression. He is coeditor (with Shaun R. Harper) of Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations (Routledge, 2014). His work is published in different venues, including The Review of Higher Education, Teachers College Record, Journal of College Student Development, and Equity & Excellence in Education. In addition, he is the recipient of the 2009 NASPA Melvene D. Hardee Dissertation of the Year Award. His Ph.D. in higher education is from Penn State University, his master's degree in student affairs is from Miami University, and his bachelor's degree in psychology is from James Madison University.

Acknowledgments

Many people have contributed to this work in very significant ways. First, we would like to thank our colleagues at Jossey-Bass, especially Shauna Robinson, for all of their support, encouragement, and understanding during the process of completing this book. Thanks to Erin Null, who was instrumental in the early stages of this project. We also appreciate our student affairs colleagues, who offered helpful suggestions for approaching the content of this book. Furthermore, several colleagues reviewed chapters in this book and offered excellent feedback for revision, including Marylu McEwen, Bill Cross, Joan Ostrove, Susan Jones, Chris Linder, Alyssa Bryant Rockenbach, Jane Fried, Leilani Kupo, and Alicia Chávez. David Nguyen, a doctoral candidate at Michigan State University, deserves particular thanks for his contributions to this volume, which included wrangling the entire reference list and four authors. We are extremely thankful to Nancy Evans and Dea Forney for their excellent leadership on the first and second editions of this book, as well as reviewing various chapters in the current edition. Nancy, thank you for constructing a solid and thoughtful Preface for the book. Dea, thank you for contributing the Afterword and for your continued support.

In addition to our collective acknowledgments, we each wish to share a few personal acknowledgments.

Lori D. Patton is thankful to her partner, Tobias Davis, and her children, Preston and Parker, for their amazing love and support. I could not have completed this project without you. Thanks to my St. Louis family for all of the prayers and encouragement. I truly appreciate the support of my friends and colleagues, particularly Chayla Haynes Davison, Shaun Harper, and Sha'Kema Blackmon for always lending an ear and offering encouraging words. Mary Howard-Hamilton, thanks for nurturing my initial and continued interest in student development theory. Special thanks to my Indiana University colleagues and to the many graduate students, particularly those in my student development theory courses, who offered critiques and honest feedback to enhance this book. Jessica Harris and Samantha Ivery, thank you for not only offering your perspectives but also gathering important research and data for inclusion in the book. Steve Mobley, Jr., thanks for the excellent resources during my time crunch. Last but not least, thank you Kris, Flo, and Stephen for embarking on this journey with me. I'm thrilled that, despite the many personal and professional priorities in our lives, we were able to collaborate and produce an excellent book.

Kristen A. Renn thanks her coauthors for the opportunity to work together on this project, with special thanks to Nancy Evans and Dea Forney for trusting us with this new edition. I appreciate the intellectual contributions of countless colleagues who have moved the field of student development forward and allowed me to participate in this community of scholarship and practice. At Michigan State University I appreciate the support of colleagues and students in my academic department. Shortly after we embarked on this edition, I agreed to lead a campuswide student success initiative at MSU, a role that reminds me of the important work that student affairs educators do every day to support students' personal, academic, and social development. I thank the professionals with whom I currently do this work for their patience, guidance, insight, and inspiration as I relearned to apply theory to practice in contemporary higher education.

Florence M. Guido would like to thank the hundreds of students enrolled in the student development classes I have taught since 1992. Your stories keep me grounded in theory to practice. A special thanks to spring 2015 Advanced Student Development Theory students Gia Lemonedes, Larry Loften, Courtney Matsumoto, Katie McCue, and Christine Smith; you remind me why I teach. Lainey Brottem, your editing was just in time. Gabriel Serna, Chayla Haynes Davison, Tamara Yakaboski, and Matt Birnbaum, colleagues at UNC, your generosity in giving me space and support to focus on my part of the manuscript did not go unnoticed. Lori, Kris, and Stephen, thanks for slipping into Nancy Evans and Dea Forney's shoes with aplomb. Kris Renn, thank you for your feedback on my writing for this third edition. Finally, thanks to friends and family, particularly my dad, Cosmo F. Guido—how blessed I am that you encourage me to laugh at myself and live my life, while being a part of yours. Not to be remiss, thanks Jack for taking Bella swimming so I could write.

Stephen John Quaye offers gratitude to his son, Sebastian, for helping him learn how to blend his life as a parent with his work. Your inquisitive mind, curious spirit, and kind heart help me remember of my two roles—parent and faculty member—which one matters most, and I appreciate the ways you enable me to pay attention and see the world anew through your eyes. Thank you to my colleagues at Miami University—Elisa Abes, Marcia Baxter Magolda, Kathy Goodman, Peter Magolda, David Perez II, Judy Rogers, and Mahauganee Shaw—for creating an environment where I feel mattered and validated and can thus do my best work. Chris Linder, thank you for talking through ideas with me, reading my work, and most importantly, encouraging my voice and validating who I am. Finally, I extend my gratitude to Jessica Gunzburger for reminding me, when I felt stressed or overwhelmed, why I do what I do. Your listening ear was exactly what I needed in those moments.

Preface

As the lead author of the first two editions of Student Development in College, I read the chapters included in the third edition with feelings that are both bittersweet and joyful; bittersweet as I have had only a minor role in this edition, and joyful about the fine job my colleagues, Lori Patton, Kristen Renn, Flo Guido, and Stephen Quaye, have done in carrying on the tradition of producing a high-quality and insightful work that will ensure that student affairs graduate students are grounded in student development theory and can use it effectively in their work with students now and in the future. These authors know the field of student affairs very well, are effective teachers, and understand the nuances of using theory in student affairs settings.

The overall purpose of this book remains the same as in earlier editions: to provide a general overview and introduction to student development theory in a book that will continue to serve as the go-to resource for those most committed to conscious and intentional student affairs practice. However, the organization and focus of this edition of Student Development in College are quite different than they were in the first two editions and may surprise readers who have used one or both of those editions.

First, the authors expanded and revised the content of the introductory and closing sections. The introduction includes a greatly expanded review of the philosophical underpinnings of student development research and practice and a revised discussion of the use of theory in student affairs settings. Of particular importance, in Chapter 2 the authors included an expanded discussion of worldviews and paradigms that undergird student development research. Researchers within the fields of education, sociology, and psychology, as well as other fields that contribute to an understanding of student development, now use more varied methodologies grounded in a variety of paradigms, including constructionist and critical approaches, along with the more widely recognized positivist paradigm. Students and users of student development theory must understand these newer approaches and how they shape theoretical propositions and ways of thinking about theory and its use in practice. In the final introductory chapter on the use of theory, Patton and her colleagues offered discussion of the developmental process, including streamlined reviews of ecological and transition theories, each of which previously had its own chapter. The authors have correctly pointed out that these theories focus on the manner in which development occurs rather than on development itself. Patton and her coauthors also introduced a recently published theory-to-practice model that should be of great utility to those who are new to the topic. The focus on ways of using theory in various settings, found in the closing section, has also been shifted. Rather than presenting scenarios, as found in the second edition of Student Development in College, the authors of the third edition have addressed theory-to-practice applications by exploring how to engage others in discussions of various theories, discussing ways in which theory can be taught in graduate student affairs classes, examining how theory can be used in difficult dialogues, and exploring ways of using theory in self-analysis both to better learn the theory and also to share it more effectively with others. This new approach to exploring use of theory in practice is very practical for students, faculty, and student affairs professionals.

After the introductory section, the authors open the discussion of theories in the third edition with a greatly expanded section focused on social identity theories rather than using the more traditional chronological approach, starting with psychosocial and cognitive developmental theories, that the second edition authors used. The third edition authors also included several chapters on social identities that had not previously been examined in the book (for example, disability and social class identity as well as emergent digital and national identities). In some of the social identity chapters, Patton and her colleagues deleted previously included theories in favor of newer theories that appear to have more potential for broader and more inclusive student affairs applications than older theories did (for example, a new theory of sexual identity development, which applies to heterosexual identity development as well as non-heterosexual identity development, replaces the theories included in the second edition that apply only to gay, lesbian, and bisexual identity development). Appropriately, given the attention that these topics are receiving in the student development literature, Patton and her coauthors have also expanded their discussion of multiple dimensions of identity and the intersectionality of social identities. These authors still addressed the more familiar psychosocial and cognitive-structural theories, but later in the book and in a more condensed version.

Readers may be wondering why these somewhat radical changes in organization and content were made. If readers are familiar with student development research conducted since 2010, when the second edition of Student Development in College appeared, the answer will be apparent. During this time period, almost all the research related to student development has centered on social identity and foundational knowledge related to privilege, oppression, multiple identities, and intersectionality. With the exception of new work examining the sources and outcomes of self-authorship, which was again given its own chapter in the third edition, only minimal work has centered on psychosocial and cognitive structural development. Another advantage of starting the examination of theory by discussing social identities is that this approach is more likely to engage diverse students whose background may relate to one or more of these theories. Getting all students involved in class discussions early in the process may help to create a richer and more critical analysis of theories.

Another change that will be readily apparent to readers of earlier editions is the omission of student profiles at the start of each chapter. Rather than offering short scenarios that might seem rather stereotypical, the authors have developed a complex scenario along with expanded life stories of students about to start their journey within a student affairs graduate program, which can be found in an appendix. As they review each chapter, readers are encouraged to consider how the various theories might help to explain how the profiled students might respond to situations within the ongoing scenarios and how the situations might affect development of these profiled students. In addition, at the end of each chapter, the authors have provided a number of thoughtful questions and activities to assist readers in recalling and retaining the most important points about each theory and other content included. The questions can also be used to spark discussion in and out of class.

While the changes in Student Development in College may seem overwhelming at first glance, a more thorough study of the book will convince most readers that the changes that Patton, Renn, Guido, and Quaye have brought to the book are meaningful, based on current directions in the student affairs literature, and intended to strengthen readers' learning of the most important literature base in the student affairs profession: student development theory and its uses in the practice of student affairs. I encourage readers to approach this new edition with an open mind. I know that they will be rewarded with a much broader knowledge of student development theory and application than readers gained from the earlier two editions.

The opening section of the book, Part One, provides an overview of student development theory, particularly the process of understanding, using, and translating theory to practice. The three chapters in this section trace the historical context and evolution of student development (Chapter One), situate student development theory within the context of diverse worldviews and paradigms (Chapter Two), and provide recommendations and strategies for approaching theory and its use from a holistic and integrative framework (Chapter Three). Collectively, these chapters provide readers with a solid foundation for gaining a nuanced comprehension of theory.

Part Two places significant emphasis on social identity development processes in college. Patton and her colleagues have expanded this section of the book, which closely mirrors the trajectory of the research conducted in the field. In Chapter Four, they introduce concepts related to social identity development, especially privilege and oppression. They also describe multiple identity models and the interconnections between diverse identities. Chapter Five includes content on racial identity development models and theories. The chapter is framed through a critical race lens before presenting the general model of Derald W. Sue and David Sue, the Black identity model of William Cross and Peony Fhagen-Smith, the White racial identity models of Janet Helms and Wayne Rowe and his colleagues, Jean Kim's model of Asian American identity development, Bernardo Ferdman and Plácida Gallego's model of Latino identity development, Perry Horse's examination of how race is viewed in American Indian communities, and Kristen Renn's ecological approach to multiracial identity.

In Chapter Six, the authors examine concepts such as ethnic identity and acculturation through various models, including Jean Phinney's model of ethnic identity, Vasti Torres's Latino identity model, and acculturation models that explain the experiences of Asian American, Indigenous, African American and Afro-Caribbean, and European American identity groups. Chapter Seven includes an examination of sexual identity development that centers the experiences of not only lesbian, gay, and bisexual students, but also those identifying as heterosexual. Rather than presenting the models of Vivienne Cass, Ruth Fassinger, and Anthony D'Augelli found in the second edition, in this chapter, Patton and her coauthors introduce Frank Dillon, Roger Worthington, and Bonnie Moradi's unifying model of sexual identity development, which presents sexual identity development as a universal process. The focus of Chapter Eight is on gender and gender identity. The authors again take a more inclusive approach and add more information to disentangle the confusion some readers may have with understanding gender identity. They explain in detail Kay Bussey's social-cognitive theory of identity development, which is similar to other ecological processes examined earlier in the book.

In Chapter Nine, the authors introduce significantly expanded content on theories of faith and spirituality. Theories offered by James Fowler and Sharon Daloz Parks are still featured, but this chapter is expanded to include Alexander Astin, Helen Astin, and Jennifer Lindholm's spiritual and religious constructs as well as Lori Peek's Muslim identity model and Jesse Smith's atheist identity development model. Chapters Ten, Eleven, and Twelve are new and extremely relevant additions to the book. In Chapter Ten, the focus is on disability identities and models. The emphasis in Chapter Eleven is on social class identities and theories of social reproduction and capital. In Chapter Twelve the authors provide a description of diverse student identities that are increasingly emergent in the literature. They focus on national, digital, feminist, veteran, and athletic identities.

In Part Three, Patton and her colleagues present psychosocial, cognitive structural, moral, and integrative theories. In Chapter Thirteen, they introduce Erik Erikson's psychosocial identity theory and the theories of two individuals who built on his work, James Marcia and Ruthellen Josselson. The chapter also includes an overview of Arthur Chickering's theory of psychosocial development, focusing particularly on his revised theory, developed in collaboration with Linda Reisser. Chapter Fourteen focuses on William Perry's cognitive structural approach, which examines the intellectual and ethical development of college students, and theories influenced by his work including Mary Belenky and her colleagues' study of women's intellectual development and the reflective judgment model of Patricia King and Karen Kitchener.

Chapter Fifteen focuses on moral development, a specific component of cognitive structural development that deals with how people make decisions that affect their lives and the lives of others. The pioneering work of Lawrence Kohlberg is featured, followed by an examination of James Rest's neo-Kohlbergian theory and Carol Gilligan's alternative explanation of moral development. In Chapter Sixteen the authors present theories of self-authorship, reviewing Robert Kegan's theory of self-evolution, Marcia Baxter Magolda's original research on epistemological development of men and women, and Baxter Magolda's breakthrough work on self-authorship that builds on Kegan's work.

Part Four concludes the book with a focus on student affairs educators as advocates and partners in the learning process and future directions in theory. Chapter Seventeen, a newly added chapter, provides recommendations for promoting the use and translation of theory to practice and offers an example of how intergroup dialogues can be used in student affairs related settings to tackle difficult conversations that often emerge in discussions of theory. Finally, to close the book, Patton and her coauthors examine the current state of student development in Chapter Eighteen and provide recommendations for future research, practice, and application. As with previous editions, the authors continue the tradition of providing a user-friendly book that prompts further exploration of theory and provides an update to readers who want to learn about updated and recently introduced theories. This book will certainly make a meaningful contribution to the student affairs knowledge base.

Nancy J. Evans
Professor (on permanent medical leave)
Student Affairs Program
School of Education
Iowa State University
Ames, Iowa

Part One
Understanding, Using, and Translating Student Development Theory

Regina is about to begin her masters program in student affairs administration. In addition to maintaining a 3.5 GPA, Regina was active as an undergraduate in student government and the Association for Multicultural Understanding (AMU). When she decided early in her senior year that a career in business was not for her, the advisor to AMU suggested she think about student affairs administration. Regina had never heard of this profession, but she enjoyed the college environment and thought that the work her advisor did was important and interesting. She wanted to have the same kind of impact on others as he had on her. So she investigated various graduate programs and ended up with an offer from one of the best programs in the country along with an assistantship in Multicultural Student Affairs. Needless to say, she is excited but also a little anxious.

Regina is hoping the course in student development theory for which she is registered will give her some clues about how to approach the students with whom she will be working. After her orientation to the Multicultural Student Affairs office, all she knows is how the phone system works, what her email address is, and who the other people in her division are. Aside from a brief meeting with her assistantship supervisor, no one has provided much information about the issues students are facing on campus or how to go about addressing them. At this point all she has to go on is her own experience as an undergraduate, and she is perceptive enough to know that students at this large research university might have different concerns from hers and those of her peers who attended a historically Black college.

In preparation for her first class, Regina pages through her student development theory text. There are so many theories! How will she ever learn them all? Surely she won't be expected to memorize them all? Will she be able to use all of these concepts meaningfully in her work? Regina is feeling overwhelmed.

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As Regina has intuited, understanding student development is crucial in order to be an effective student affairs educator. The growth and development of students is a central goal of higher education, and student affairs professionals play an integral role in its achievement. To accomplish this goal, educators must be familiar with an extensive literature base focusing on student development and be able to use relevant concepts and ideas effectively in their daily interactions with students. In addition, program planning and policy development are enhanced when student development concepts are used as a guide. Becoming knowledgeable about student development requires serious study, including critical analysis and evaluation of theory and research.

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In Part One, “Understanding, Using, and Translating Student Development Theory,” we set the stage for examining student development. We introduce a number of concepts to provide a context for the study of specific student development theories presented later in the book. While some of this material may initially seem abstract, we encourage readers to refer back to the text of Part One when exploring later chapters that describe specific student development theories. In Part Four, we will revisit many of these ideas by examining the use of theory in practice, the role of student affairs educators as learning partners, and the current state of the student development knowledge base.

In Chapter 1, “An Introduction to Student Development Theory,” we present definitions of the term student development and clarify the various ways in which the concept has been applied. To provide historical background and a sense of how and why student development became the foundation of the student affairs profession, we trace the evolution of the student development approach, provide an overview and trajectory of the theories examined later in the book, and connect student development to student learning.

In Chapter 2, “Foundations for Understanding Student Development Theory,” we introduce a diverse array of worldviews and paradigms to illustrate the complexities that undergird the creation of theory. We discuss their influence on student development theory and research related to college students. We also describe content and process models and theories, which focus more on the context of development and the influence of the environment. These models and theories are helpful for understanding, analyzing, and critiquing theory.

The content in Chapter 3, “Using Student Development Theory,” details recommendations and strategies for using and applying student development theory. We explain the critical role of theory in student affairs practice, provide suggestions for evaluating the potential utility of theories, and offer both cautions and challenges associated with using student development theory. We present a theory-to-practice model and offer examples of integrative approaches for using theory. The chapter concludes with a brief case scenario to help readers begin the practice of considering theoretical application from a holistic perspective.

Though the study of student development can be overwhelming at first, the present wealth of knowledge about what happens to students in college is also gratifying and exciting. In an effort to promote learning and theory application throughout this book, we have provided a larger case study scenario in the appendix. The case ushers readers into an introductory, graduate-level student development theory course at Prescott University. We then provide individual portraits of students in the course and focus on their individual developmental journeys. We also offer thought-provoking questions about each student's portrait, to foster the application of various theories to their stories. While readers may review the case and portraits at any point, we recommend visiting the case study in the appendix before proceeding to Chapter 5, which begins our full discussion of specific theories.