Student development theory is a strong guiding factor that is at the core of our professional practice. A spark that ignited in the early twentieth century as a result of scientific studies of human development, student development theory underwent a transformation in the 1960s, during a time of civil unrest, newfound activism movements, and a divergence of student identities contrary to the usual upper class white men (Evans, Forney, Guido, Patton, and Renn, 2010). These theories help us make sense of student behavior and development, assist us in developing concrete action plans for students to succeed and flourish, and provide for us a framework of how our work and efforts may evolve over time. 

 

One key takeaway from EDU 773: College Student Development Theory, was the malleability of theory in our practice; theory can be modified and combined with other theories to meet our student's needs. Often, this is necessary due to our unique students (first-generation, post-traditional, learning/physically disabled, etc.), and there is no one-size-fits-all method to applying theory. This theory application eventually becomes second-nature, and it becomes less about the theorist who crafted the theory, and more about utilizing its relevant ideas and applications to meet the needs of your students. I was able to apply relevant theory to a unique institutional setting after reading Absolutely American: Four Years at West Point by David Lipsky. Concepts such as ego identity, self-authorship, and intellectual and ethical development were explored in relation to the West Point students; additionally, I formulated recommendations based on these theories and best practices conveyed in our profession. You will find this analysis attached to this page.

 

One challenge I have faced is analyzing my own personal development. This is exactly what I had to do for a major assignment: weaving my own story and experiences into relevant theory, and creating my own hybrid-theory to reflect the experiences that have shaped my own development. Attached you'll find my "story", which, unsurprisingly, has shifted and evolved since being written in December of 2014! 

 

One theory that has guided my practice, regardless of my position, has been Schlossberg's theory of Marginality and Mattering, as discussed in Evans et al (2010). I have found this theory useful in particular with judicial cases and disciplining residents of my community as an Assistant Resident Director. When these student issues and breach of policy or standards come across my desk, I meet with the student to determine collectively what policy has been broken, why it was broken, and how we can proceed to heal the community and/or the parties involved. This always involves meeting the student where they are developmentally, taking into consideration the outside factors that can help explain behaviors, and ensuring the student knows they, and their actions, matter in our community. 

 

Students in my residence hall, in particular, are often first-year students, entering a new environment, uncertain about what their role as a student entails: this includes finding that balance of being a college student vs. being simply a person undergoing drastic change. This often takes the form of not fitting in, feeling self-conscious, irritable, depressed, or acting in a reckless fashion (Evans et al, 2010). This feeling can escalate to feeling no sense of "mattering"; I work with students to guide the conversation along and  help them understand that these feelings of marginality are often temporary, and that they do matter greatly in both our community and in the world. Once students find their place in a community over time, it seems their actions start to mirror a sense of belonging. Developing these relationships creates win-win partnerships with my students, and helps in the use of theory to create learning opportunities (ACPA & NASPA, 2010). 

 

Intertwining theory with the idea of working with a diverse set of students is an idea that cannot be undermined in our work as student affairs professionals (Wijeyesinghe, 2012). While the essence of standard theory is useful, its conceptualization is cloaked in ideologies and mentalities designed for upper-class white men in the twentieth century (Evans et al, 2010). We have come a long way over time with including marginalized groups, but much progress still needs to be made. As such, utilizing other resources and literature that capture unique and marginalized perspectives feels necessary. Attached you will find my presentation, which presents struggles the transgender student population faces to locate adequate housing accommodations, and also presents a new theory to represent this struggle. Instead of feeling limited by the lack of theory to address student struggles, I have found myself utilizing key aspects of certain theories, in addition to working with students to find out more about their various struggles and triumphs. These cultural barriers can be better understood when we abstain from viewing theory as a solution and more of a small part of the student puzzle. Utilizing key components of Sexual Identity: The Cass Model, and Erickson's Identity Development Theory brought forth a unique fusion of ideas that validated the experiences of a group of students who can be, and have been, marginalized for decades.