Identity Development of College Students E-Book

Susan R. Jones

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 622

Veröffentlichungsjahr: 2013

Beschreibung

Identity Development of College Students Building off the foundational work of Erik Erikson and Arthur Chickering, Identity Development of College Students adds broad and innovative research to describe contemporary perspectives of identity development at the intersection of context, personal characteristics, and social identities. The authors employ different theoretical perspectives to explore the nature of context--how it both influences and is influenced by multiple social identities. Each chapter includes discussion and reflection questions and activities for individual or small group work. Praise for Identity Development of College Students "Susan R. Jones and Elisa S. Abes have provided us with a comprehensive and beautifully written overview of the evolution of identity development theory. This book reads like a novel while at the same time conveying important ideas, critical analysis, and cutting-edge research that will enhance student affairs practice." --NANCY J. EVANS, professor, Student Affairs Program, School of Education, Iowa State University "The authors masterfully present a holistic, integrative, and multi-dimensional approach to the identity development of today's college student. This text should be required reading for those engaged in research and practice in the areas of student affairs, counseling, higher education, and cultural studies." --SHARON KIRKLAND-GORDON, director, Counseling Center, University of Maryland, College Park "Susan R. Jones and Elisa S. Abes's work is ground-breaking--charting new scholarly territory and making one of the most significant contributions to identity literature in many years. Building on contemporary and traditional theoretical foundations, Jones and Abes offer new models of identity development essential for understanding a diversity of college students." --MARYLU K. MCEWEN, associate professor emerita, University of Maryland, College Park

Leseprobe

Table of Contents

Cover

Title

Copyright

LIST OF TABLES AND FIGURES

THE AUTHORS

Dedication

ACKNOWLEDGMENTS

FOREWORD

PREFACE

THE JOSSEY-BASS HIGHER EDUCATION SERIES

SECTION ONE: SITUATING IDENTITY

CHAPTER ONE: SITUATING OURSELVES IN THE STUDY OF IDENTITY

Susan’s Story

Elisa’s Story

CHAPTER TWO: SITUATING THE STUDY OF IDENTITY IN THE EVOLUTION OF STUDENT DEVELOPMENT THEORIES

Overview of Student Development Theory

Influence of Disciplinary Perspectives on Identity

Locating Identity in Psychosocial Development

Social Identities

SECTION TWO: MULTIPLE IDENTITIES AND MODELS

CHAPTER THREE: MULTIPLE SOCIAL IDENTITIES AND INTERSECTING IDENTITIES

Scholarship Leading to the Model of Multiple Dimensions of Identity

The Original Study:

Voices of Identity and Difference

(Jones, 1995)

Summary

CHAPTER FOUR: MODEL OF MULTIPLE DIMENSIONS OF IDENTITY

Overview of the Model of Multiple Dimensions of Identity

Strengths and Limitations of the Model of Multiple Dimensions of Identity

CHAPTER FIVE: RECONCEPTUALIZED MODEL OF MULTIPLE DIMENSIONS OF IDENTITY

Meaning-Making Capacity

Meaning-Making Capacity and Multiple Social Identities

Reconceptualized MMDI: Partnering the MMDI and Meaning Making

KT’s Story: Meaning-Making Capacity and Relationships Among Sexual Orientation, Religion, Social Class, and Gender

Carmen’s Story: The Reconceptualized Model and Systems of Inequality—Considering a More Flexible Model

SECTION THREE: CRITICAL THEORETICAL FRAMEWORKS AND MULTIPLE IDENTITIES

CHAPTER SIX: INTERSECTIONALITY

An “Intersectional Approach”

Theoretical Interventions of Intersectionality

Applications of Intersectionality in Higher Education Scholarship

Critiques and Challenges of Intersectionality

Applying Intersectionality to the Model of Multiple Dimensions of Identity

Intersectional Model of Multiple Dimensions of Identity

CHAPTER SEVEN: CRITICAL RACE THEORY

Critical Race Theory and Higher Education

Critical Race Theory and Identity

Critical Race Theory: Historical Origins and Core Tenets

Using CRT with Student Identity Development

Critical Race Theory and the Model of Multiple Dimensions of Identity

Critical Race Theory Model of Multiple Dimensions of Identity

CHAPTER EIGHT: QUEER THEORY

Philosophical Roots of Queer Theory

Queer Theory, Higher Education, and Student Identity

Queer Theory and Its Key Tenets

Applying Queer Theory Concepts to the MMDI: Queering the Model

A Queered MMDI

SECTION FOUR: EDUCATIONAL APPLICATIONS AND FUTURE DIRECTIONS

CHAPTER NINE: APPLICATION OF THE MODELS IN EDUCATIONAL CONTEXTS

Application of the Model of Multiple Dimensions of Identity

Considerations for Applying the Intersectional, CRT, and Queered Models

Educational Contexts That Foster Students’ Critical Understanding of Identity

Challenges and Opportunities: “A Call to Action”

CHAPTER TEN: FUTURE DIRECTIONS

Exploring Relationships Among Constructivism, Intersectionality, Critical Race Theory, and Queer Theory

Theoretical Borderlands

Applying a Borderland Analysis to the MMDI

Derrick

Ian

Kira

Alex

Mei-Yen

FINAL INTERLUDES

REFERENCES

NAME INDEX

SUBJECT INDEX

End User License Agreement

List of Illustrations

CHAPTER TWO: SITUATING THE STUDY OF IDENTITY IN THE EVOLUTION OF STUDENT DEVELOPMENT THEORIES

Figure 2.1 Model of Relationships Among Theories About the Development of College Students

CHAPTER THREE: MULTIPLE SOCIAL IDENTITIES AND INTERSECTING IDENTITIES

Figure 3.1 Model of Multiple Dimensions of Identity

Figure 3.2 Multidimensional Identity Model

CHAPTER FOUR: MODEL OF MULTIPLE DIMENSIONS OF IDENTITY

Figure 4.1 Model of Multiple Dimensions of Identity

Figure 4.2 MMDI and the Prism of Privilege and Difference

Figure 4.3 MMDI Template

CHAPTER FIVE: RECONCEPTUALIZED MODEL OF MULTIPLE DIMENSIONS OF IDENTITY

Figure 5.1 Development Toward Self-Authorship

Figure 5.2 Reconceptualized Model of Multiple Dimensions of Identity

Figure 5.3 RMMDI and Its Relationship to Self-Authorship

Figure 5.4 KT and External Meaning Making

Figure 5.5 KT and Early Crossroads Meaning Making

Figure 5.6 Carmen and Early Crossroads Meaning Making

Figure 5.7 Carmen and Later Crossroads Meaning Making

CHAPTER SIX: INTERSECTIONALITY

Figure 6.1 The Intersectional Model of Multiracial Identity

Figure 6.2 Intersectional Model of Multiple Dimensions of Identity

CHAPTER SEVEN: CRITICAL RACE THEORY

Figure 7.1 Critical Race Theory Model of Multiple Dimensions of Identity

CHAPTER EIGHT: QUEER THEORY

Figure 8.1 Queered Model of Multiple Dimensions of Identity

CHAPTER TEN: FUTURE DIRECTIONS

Figure 10.1 Derrick’s Borderland Model of Multiple Dimensions of Identity

Figure 10.2 Ian’s Borderland Model of Multiple Dimensions of Identity

Figure 10.3 Kira’s Borderland Model of Multiple Dimensions of Identity

Figure 10.4 Alex’s Borderland Model of Multiple Dimensions of Identity

Figure 10.5   Mei-Yen’s Borderland Model of Multiple Dimensions of Identity

List of Tables

CHAPTER TWO: SITUATING THE STUDY OF IDENTITY IN THE EVOLUTION OF STUDENT DEVELOPMENT THEORIES

Table 2.1 Disciplinary Theoretical Genealogy

Table 2.2 Erikson’s Stages of Psychosocial Development

Table 2.3 Marcia’s Identity Statuses

Table 2.4 Chickering and Reisser’s Seven Vectors of Development

Table 2.5 Evolution of Identity Theories

CHAPTER FOUR: MODEL OF MULTIPLE DIMENSIONS OF IDENTITY

Table 4.1 Key Categories and Elements of the MMDI

SECTION THREE: CRITICAL THEORETICAL FRAMEWORKS AND MULTIPLE IDENTITIES

Table 6.0 Overview of Relationships Among Three Theoretical Perspectives

CHAPTER NINE: APPLICATION OF THE MODELS IN EDUCATIONAL CONTEXTS

Table 9.1 Characteristics of Contexts that Foster Students’ Critical Understanding of Identity

CHAPTER TEN: FUTURE DIRECTIONS

Table 10.1 Relationships Among Theoretical Perspectives

Guide

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Table of Contents

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IDENTITY DEVELOPMENT OF COLLEGE STUDENTS

Advancing Frameworks for Multiple Dimensions of Identity

Susan R. Jones

Elisa S. Abes

Foreword by Marcia B. Baxter Magolda

Cover photo: © Goldmund Lukic/iStockphoto

Cover design: Michael Cook

Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

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Library of Congress Cataloging-in-Publication Data has been applied for.

ISBN 978-0-470-94719-7 (hardcover)

ISBN 978-1-118-48135-6 (ebk.)

ISBN 978-1-118-48228-5 (ebk.)

ISBN 978-1-118-48230-8 (ebk.)

LIST OF TABLES AND FIGURES

Tables

2.1

Disciplinary Theoretical Genealogy

2.2

Erikson’s Stages of Psychosocial Development

2.3

Marcia’s Identity Statuses

2.4

Chickering and Reisser’s Seven Vectors of Development

2.5

Evolution of Identity Theories

4.1

Key Categories and Elements of the MMDI

6.0

Overview of Relationships Among Three Theoretical Perspectives

9.1

Characteristics of Contexts that Foster Students’ Critical Understanding of Identity

10.1

Relationships Among Theoretical Perspectives

Figures

2.1

Model of Relationships Among Theories About the Development of College Students

3.1

Model of Multiple Dimensions of Identity

3.2

Multidimensional Identity Model

4.1

Model of Multiple Dimensions of Identity

4.2

MMDI and the Prism of Privilege and Difference

4.3

MMDI Template

5.1

Development Toward Self-Authorship

5.2

Reconceptualized Model of Multiple Dimensions of Identity

5.3

RMMDI and Its Relationship to Self-Authorship

5.4

KT and External Meaning Making

5.5

KT and Early Crossroads Meaning Making

5.6

Carmen and Early Crossroads Meaning Making

5.7

Carmen and Later Crossroads Meaning Making

6.1

The Intersectional Model of Multiracial Identity

6.2

Intersectional Model of Multiple Dimensions of Identity

7.1

Critical Race Theory Model of Multiple Dimensions of Identity

8.1

Queered Model of Multiple Dimensions of Identity

10.1

Derrick’s Borderland Model of Multiple Dimensions of Identity

10.2

Ian’s Borderland Model of Multiple Dimensions of Identity

10.3

Kira’s Borderland Model of Multiple Dimensions of Identity

10.4

Alex’s Borderland Model of Multiple Dimensions of Identity

10.5

Mei-Yen’s Borderland Model of Multiple Dimensions of Identity

THE AUTHORS

Elisa S. Abes is an associate professor in the Student Affairs in Higher Education program at Miami University in Oxford, Ohio. Prior to joining the faculty at Miami University, she was an assistant professor at the University of South Florida and a litigation attorney at Frost & Jacobs. Abes’s research focuses on lesbian identity, multiple social identities, the use of theory in student affairs research and practice, and critical and queer approaches to student development theory. She has served on the editorial board for the Journal of College Student Development. She is the recipient of professional awards, including the ACPA Annuit Coeptis award for an emerging professional and the Nevitt Sanford Research Award from the Commission on Professional Preparation. She has also been selected as an Association for College Student Personnel (ACPA) Emerging Scholar. She earned her BA in English from The Ohio State University, her JD from Harvard Law School, and her PhD from Ohio State.

Susan R. Jones is an associate professor in the Higher Education and Student Affairs program at The Ohio State University. Prior to rejoining the faculty at Ohio State, she was an associate professor in the College Student Personnel program at the University of Maryland, College Park. She began her faculty career at Ohio State, where she served as an assistant professor and director of the Student Personnel Assistantship program after a number of years as a student affairs administrator, including as the dean of students at Trinity College of Vermont. Jones’s research focuses on social identities, college student identity development, intersectionality, and service-learning. She is also a coauthor of the book Negotiating the Complexities of Qualitative Research in Higher Education and an associate editor for the Journal of College Student Development. She has received a number of awards, including NASPA’s Robert H. Shaffer Award for Academic Excellence as a Graduate Faculty Member, ACPA’s Senior Scholar award, the Outstanding Scholar Award from the University of Maryland College of Education Alumni, and Ohio State’s Distinguished Teaching Award. She earned her BA in sociology from St. Lawrence University, her master’s degree from the University of Vermont, and her PhD from the University of Maryland, College Park.

Chapter Contributors

David Kasch is a doctoral candidate in the Higher Education and Organizational Change program at the University of California, Los Angeles. He serves as a lead editor for InterActions: UCLA Journal of Education and Information Studies, and teaches courses on college student development, organizational theory, and qualitative research at the University of Redlands. His research focuses on the influence of social media on college student identity development, the commodification of identity and self-concept in higher education, and college student expressions of microaggressions through social media. David earned a BA in music and recording arts from Loyola Marymount University and master’s degrees in college student personnel from Miami University and in higher education from the University of California, Los Angeles.

Stephen John Quaye is an assistant professor in the Student Affairs in Higher Education program at Miami University. He is the recipient of the 2009 NASPA Melvene D. Hardee Dissertation of the Year Award for Pedagogy and Racialized Ways of Knowing: Students and Faculty Engage Racial Realities in Postsecondary Classrooms. In addition, he is a 2009 ACPA Emerging Scholar. His research concentrates on difficult dialogues, the influence of race on college campuses, and student learning and development. Stephen earned his BA in psychology from James Madison University, his master’s degree in college student personnel from Miami University, and his PhD in higher education from the Pennsylvania State University.

We lovingly dedicate this book to our families, who are the anchors in our identity stories:

Ann and Brad Jones

Gretchen Metzelaars

Tobi and Frank Abes

Amber Feldman

Shoshana and Benjamin Abes-Feldman

ACKNOWLEDGMENTS

No book is written in complete isolation and without the generosity and help of others. We are both very fortunate to have so many individuals in our lives to whom we can turn for assistance and support on many different levels: from the initial support of our idea; to critical reads of every chapter; to artistic wizardry in graphic design; to collaborations on content, which included making us look smarter than we are; to grounding us in the world of practice; and to extreme patience as our evenings and weekends were taken over by a focus on this book. Our development and writing of this book have benefited enormously from the expertise, support, and encouragement of many.

We are grateful to John Schuh, who took a chance and encouraged us to develop a proposal to Jossey-Bass for this book and then continued to shepherd us through the process. Marylu McEwen offered her usual thorough feedback on an early version of the proposal and continued to encourage us throughout the writing process. We are fortunate to be surrounded by many students who were eager to read our drafts and then offered terrific feedback that kept us grounded in the practicalities of writing for an audience of graduate students. In particular, the suggestions and insights of Mei-Yen Ireland (The Ohio State University) and Kira Newman (Miami University) were incredibly helpful. Claire Robbins (Virginia Tech) read early drafts of several chapters and offered, as always, insightful and thorough feedback. Elisa used a draft of the manuscript in one of her student development classes, so we had an added benefit of incorporating her students’ feedback and comments into the final version of the book. We know the book is much stronger as a result of their comments, confusions, and questions. Israel Martin (Ohio State) worked with us to create all the new graphics for the book. We handed him drawings on pieces of paper that we had scribbled in airports, hotel lobbies, and Elisa’s dining room, and he made them look exquisite—and like scholarly models. We received immensely helpful and useful feedback from three external reviewers. It was clear to us that they read the manuscript carefully and, as a result, offered us thoughtful feedback that strengthened our final version.

We also greatly benefited from our collaborations with David Kasch (University of California, Los Angeles) and Stephen John Quaye (Miami University) in coauthoring two of the chapters. Their expertise in the areas we were tackling, as well as their good humor, enhanced the substantive content of the book as well as our writing process. We are also grateful for the willingness of Derrick Tillman-Kelly, Ian Prieto, Kira Newman, Alex Hirs, and Mei-Yen Ireland to join us in what is probably the most innovative portion of the book—the creation of borderland models of multiple dimensions of identity. They not only agreed to our invitation but also enthusiastically and seriously took on their assignment to each draw their own model using multiple theoretical frameworks.

Finally, taking on a project of this nature exacts a toll on the everyday “routines” of life, if there are such things. During the time we worked on this book, we experienced moving, births, and deaths in our families. Although writing this book was deeply rewarding, it took our time away from the most significant areas of our lives. Gretchen Metzelaars and Amber Feldman were kind and patient (and somehow put up with us!) when we were at our most focused, and cheered us on—thank you. And Shoshana and Benjamin Abes-Feldman reminded us of what is truly most important in life. Maybe one of them will bring our book to show-and-tell at school!

FOREWORD

Marcia B. Baxter Magolda

Ruthellen Josselson (1996) wrote, “Identity is what we make of ourselves within a society that is making something of us” (p. 28). Her observation captures the complex interplay of personal and societal contexts in human development. Susan R. Jones and Elisa S. Abes explore this complex interplay in Identity Development of College Students: Advancing Frameworks for Multiple Dimensions of Identity, bringing to readers’ attention just how much context matters in our theorizing about identity development. Their explorations move beyond foregrounding either personal perception or societal power structures to a theoretical borderlands approach that holds both simultaneously. By bringing disparate perspectives into conversation, Susan and Elisa offer a lens that captures the multiple possibilities of identity in the complex and increasingly contentious social context in which we live.

Susan and Elisa not only articulate but also demonstrate the centrality of context in the evolution of identity and theoretical perspectives on identity development. They introduce their own contexts—their intellectual and personal evolution—to show how these contexts frame their research and their beliefs. Robert Kegan (1982) noted that people make meaning “between an event and a reaction to it—the place where the event is privately composed, made sense of, the place where it actually becomes an event for the person” (p. 2). Susan and Elisa share the events they encountered as well as the meaning they made of them to craft their identities. This rare window into their meaning making illuminates how their particular experiences with both marginalization and privilege shape their personal and professional identities.

Following their lead, I offer a glimpse into the meaning making I bring to writing this foreword. I am a strong proponent of the constructivist-developmental tradition, particularly Kegan’s portrait of it, which brings Eriksonian and Piagetian theorizing together to portray self-evolution. I lean toward holistic portrayals of development and become frustrated when contemporary scholars fail to recognize that many earlier scholars (particularly William Perry Jr. and Mary Belenky and colleagues) emphasized the intersections of intellect, identity, and social relations. My twenty-five-year longitudinal study of young adult development, which foregrounds the person as meaning maker, persuades me that a constructivist approach surfaces meaningful possibilities for understanding adult development. As a result of this perspective, I have struggled to understand some scholars’ portrayal of intersectionality, critical race theory, and queer theory as incongruent with constructivism. Although I am aware that a constructivist approach does not intentionally foreground power structures, I view it as open to these possibilities and inclusive of the complex interplay between personal and societal contexts. Conversations with many student development scholars, including Susan and Elisa, reveal that many of us struggle with how to position these various perspectives in our attempt to understand the complexity of development. Because we naturally position our own meaning making and ideologies in the foreground, it is challenging to stand outside of them to assume another vantage point. In this book, Susan and Elisa not only show how this tendency mediates our theorizing but also model a way of meaning making that might help us move beyond our own ideologies.

They do so by illuminating how personal and social contexts shape our meaning making, and by modeling how, if we are aware of these contexts, we can stand outside of them to entertain new possibilities. They traverse the theoretical landscape with precision, staying true to the original conceptualizations of theoretical perspectives in their respective contexts while attempting to bridge them to other concepts as they bring perspectives seen as disparate into dialogue with one another. They offer in-depth yet succinct portraits of constructivism, intersectionality, critical race theory, and queer theory as they explore how to create theoretical borderlands. These portraits enriched my thinking about the intersections of personal meaning making and the centrality of power in identity constructions. Susan and Elisa acknowledge points of departure among these theoretical perspectives as well as multiple perceptions of the value of creating theoretical borderlands.

Within this larger theoretical landscape, Susan and Elisa carefully situate their research on college students’ identity development. I was intrigued to learn the story behind their multiple collaborations to construct the Model of Multiple Dimensions of Identity (MMDI) and its reconceptualization, the Reconceptualized Model of Multiple Dimensions of Identity (RMMDI). The way they wove the research participants’ stories together with their own stories enriched my understanding of the context from which these models arose as well as their nuances. The book then takes an unusual twist as the authors carefully call their models into question, exploring each new theoretical perspective. By asking questions of themselves and readers, the authors push the boundaries of our understanding and dig deeper into the nuances of the interplay of personal perception and societal power structures. Rather than advancing their ideas as complete, they offer them as incomplete and engage readers in critiquing them from multiple perspectives. By creating visions of intersectional, critical race theory, and queered models of multiple identities, Susan and Elisa model theory construction in progress. By inviting graduate students to construct portraits using a borderland approach to the MMDI, they model entertaining multiple contexts and perspectives in an attempt to understand the complexity of identity development.

The student development literature has evolved as though our intellectual, moral, identity, and relational development are somehow separate entities. Intersectional, critical race, and queer perspectives are often framed in opposition to the psychological perspectives that have dominated theorizing about student development. Although they focus clearly on identity in this volume, Susan and Elisa bring together both psychological and sociological perspectives, honoring the specific contributions of each and using the strengths of particular perspectives to compensate for the shortcomings of others. In contemporary society we often observe polarization rather than blending of perspectives. Susan and Elisa move beyond binaries in their work, inviting readers to entertain new, more complex ways of making meaning that honor divergent perspectives and acknowledge development as holistic and dynamic. As a result, the book reflects the complexity of development and the difficult work of theorizing about it. Yet it is accessible because the authors articulate concepts clearly and offer meaningful questions and activities to support the reader in the theorizing process. Identity Development of College Students is a unique contribution to the student development literature because it models complex theorizing, makes the process transparent, and invites readers to hold their own ideologies alongside others in the effort to understand the multiple dimensions of identity. Kegan (1982) defined being a person as “an ever progressive motion engaged in giving itself a new form” (pp. 7–8). Identity Development of College Students: Advancing Frameworks for Multiple Dimensions of Identity draws readers into this ever progressive motion, and invites us to give ourselves a new form.

PREFACE

In 1978 student development scholars Lee Knefelkamp, Carole Widick, and Clyde Parker wrote in their New Directions for Student Services text Applying New Developmental Findings, “In the past two decades important changes have occurred in the field” (p. vii), and then went on to make the case for the centrality of the study of “college students as students” (p. viii) to the field of higher education and student affairs. Their text, in many ways a precursor to the greatly expanded and highly regarded Student Development in College, first published in 1998 and now in its second edition (see Evans, Forney, Guido, Patton, & Renn, 2010), was the first to classify student development theories into theory clusters (for example, psychosocial, cognitive, maturity, typology, and person-environment). For many years, the primary researcher and proponent of psychosocial theory focused on college students (building on the work of Erik Erikson) was Arthur Chickering. His work was published in the seminal text (1969) and then revised in a second edition with Linda Reisser in 1993. One would be hard pressed to locate anyone who has completed a higher education and student affairs graduate preparation program who is not at least minimally acquainted with Chickering’s Seven Vectors of Development.