January 2005

I thought it would be helpful to showcase some of the theory that serves as the underpinnings of student development. Developmental theories can be separated into three basic categories, Psychosocial, Cognitive Developmental and Person-Environmental Interaction. Each of these categories has its own set of social science researchers/theorist. Developmental theory sets out to empirically explain the factors that contribute to the mental and socialization changes that take place in one’s life span. By understanding these theories which are based on research, we as practitioners are more readily able to create cultures and environments which stimulate and challenge students to move to higher levels of development. Probably one of the most famous of the Psychosocial theorist is Arthur Chickering, author of “Education and Identity (1969).” Chickering developed a theory of student development which focuses specifically on the university student and the particular developmental concerns of students that are relevant to the social situation they find themselves in during their years at the university.

He postulates seven vectors or dimensions of development rather than developmental tasks or developmental stages used by other theorists. These vectors are:

1. Achieving competency
2. Managing emotions
3. Developing autonomy
4. Establishing identity
5. Freeing of interpersonal relationships
6. Developing purpose
7. Developing integrity

Vectors 1-3 are more commonly present for college freshmen while 4 is the transition point to 5-7 which typically are related more to sophomore through senior.

FURTHER EXPLANATION OF THE VECTORS

1. Achieving Competency VECTOR 1
There are three types of competency important for college students. These are:

a. intellectual competence
b. physical and manual skills
c. interpersonal competence

Essentially these are the competencies which brought them to college in t he first place.

2. Managing Emotions VECTOR 2
Aggression and sex represent two of the most important emotions which must be harnessed during the college years. Increased awareness of emotions and increased ability to manage them effectively are developmental skills central to social concerns as well as to full and rich individual development. Essentially the milestone of this vector is to learn how to control emotions.

3. Developing Autonomy VECTOR 3
Autonomy begins to develop with disengagement from parents. Reliance is then transferred to peers or occupational or institutional reference group. In time there is less need for support as to be emotionally independent is to be free of continual and pressing needs for reassurance, affection, or approval. This vector is especially evident at residential colleges within the first 6 weeks where students get over being homesick.

4. Establishing Identity VECTOR 4
Identity refers to the self or person one feels oneself to be. The development of identity depends in part upon the development of the tree previous vectors and once a student achieve a solid sense of identity, changes then occur in the remaining three vectors. This process in enhanced as the college challenges preconceived ideas and students start to understand their personalities and psyches by exposure to courses such as psychology, sociology, various personality and career assessment as well as campus lectures and cultural activities.

5. Freeing of Interpersonal Relationships VECTOR 5
In the development of this vector, relationships become less anxious, less defensive, and less burdened by inappropriate past reactions. They become more friendly, more spontaneous, more warm and more respectful. Development on this vector also includes the development of tolerance for a wider range of persons. Essentially an individual moves from former prejudices based on limited information to a greater understanding of others who are different and the contribution they make to the whole.

6. Developing Purpose VECTOR 6
Development of this vector requires formulating plans and priorities that integrate avocational and recreational interests, vocational plans and lifestyle considerations. For males this vector receives its primary thrust from the relationships increased stability and deepening interests to vocational plans and aspirations. For females, the salience of vocational plans is often complicated by marriage plans or by uncertainties regarding marriage. It would follow as women marry later (which is becoming more common) this becomes less of an issue. Career planning and assessment provide a platform from which students can begin their quest for purpose.

7. Developing Integrity VECTOR 7
The development of this vector involves the clarification of a personally balanced set of beliefs that are reasonably internally consistent and provide at least a tentative guide for behavior. Such development involves three overlapping stages; (a) the humanizing of values, (b) the personalizing of values, (c) the development of congruence. Chickering does not postulate that vectors come into being specifically during the adolescent years but have existed all along in the person’s life. Instead, various vectors become more salient during the college years and different vectors resolve at different points in time. The resolution can be positive or negative and either way will effect the resolution of future vectors. In addition, vectors can recycle in a person’s life. The first three vectors tend to ascend simultaneously and before the other four vectors.

So what does all this mean for us for Student Development and Services? By understanding the mindset and potential objectives for growth through the vectors we can consider building programs and policies which provide the appropriate challenge for students to develop a greater understanding of self, others and the importance of striving to develop purpose and integrity.