CHAPTER ONE: ORIENTATION AND OVERVIEW OF THE STUDY
3.2 Theoretical framework
3.2.4 Chickering’s Theory of Identity Development
Students in higher education have individualities that change in their years of study, from the point of entry to their final year (Evans, 1995). During the transition period they discover independence, change in their feelings and the way they do things. While in that transition period they discover their identity. Exploring student development theory helps to know why students sometimes present certain individualities by illustrating stages of development. Identity development theory is based on the work of Chickering (1969) who identified seven vectors that depend largely on social norms, making them dynamic since social values change through time, and are different around the world. Reisser (1995) who was the dean of student services at Rockland Community College revised the theory. Chickering's theory focuses primarily on identity development and is a well-known psychosocial theory of student development (Schuh, 1989). The vectors have a propensity to interrelate with each other, although they build on one another; the vectors do not follow a strict sequential order. Developing in multiple vectors allows individuals to function with greater stability and intellectual complexity (Evans, 1995).
Larrosa (2000) describes seven paths of development which contribute to the development of identity as follows:
The first vector, “Developing competence”, comprises intellectual, physical and manual skills, and interpersonal competence. An intellectual level of competence involves using one’s mind to build skill using analytical and comprehensive thought and the development of forming points of view in dealing with experiences of life. The physical and manual aspects involve athletic and artistic achievement, respectively, as well as an increase in self-discipline, strength and creation. Interpersonal characteristics encompass skills of listening, understanding, communicating and functioning in different relationships (Chickering & Reisser, 1993).
The second vector of Chickering’s theory is “managing emotions.” This is when students can manage their emotions by recognizing them, accepting them, appropriately expressing them and being able to manage them;
for an example anxiety, anger, depression, desire, guilt, shame and embarrassment do not become risky to the point where they interfere with educational proceedings. Knowing and becoming conscious of these emotions at their lowest and extreme levels and finding out ways to cope with them are key to moving through this vector (Chickering & Reisser, 1993).
The third vector of the developmental theory is “moving through autonomy toward interdependence.”
Autonomy is dependence on others, while interdependence is dependence on one’s self. This is the level whereby a student increases his/her freedom as an individual and is able to make decisions and learn to function with relative self-sufficiency. This includes becoming free from the consistent need for comfort, affirmation, and approval from others. Individuals also see growth in problem solving abilities, initiative and self-direction.
They begin to understand that they are part of a whole. They are autonomous, but interdependent on others in society. The transition from autonomy toward interdependence requires emotional and instrumental independence. Emotional independence occurs when there is a separation from a support group, such as parents, peers, and teachers. One must accept voluntarily the loss of the support group in order to strive for one’s goals in life and express own opinions. A student achieves instrumental independence once he or she is able to organize activities and learn how to solve problems on his/her own. Thus, thinking up ideas and then putting those ideas into action is instrumental independence (Chickering & Reisser, 1993).
Developing mature interpersonal relationships is the fourth vector. This path has two important aspects:
“tolerance and appreciation of differences and capacity for intimacy” (Chickering & Reisser, 1993: 48). This is the level where they develop both intercultural and interpersonal tolerance. Openness for the understanding of a person for what qualities they possess, respecting other people’s religion and /or cultural differences, instead of labelling, is an increase in tolerance. The capacity for intimacy entails moving from a significant amount of
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dependence on others toward interdependence between people in one’s environment and being able to have healthy intimate relationships (Chickering & Reisser, 1993).
The fifth vector is “establishing identity.” This vector is significant because it embraces development that occurs in the first four vectors (Chickering & Reisser, 1993). The development of identity includes the following: “(i) comfort with body and appearance, (ii) comfort with gender and sexual orientation, (iii) sense of self in a social, historical and cultural context, (iv) clarification of self-concept through roles and life-style, (v) sense of self in response to feedback from valued others, (vi) self-acceptance and self-esteem, and (vii) personal stability and integration” (Chickering & Reisser, 1993:49). Knowing one’s self and the attitudes towards one’s self is important in establishing identity.
“Developing purpose” is the sixth vector. Developing a purpose for why one attends- higher education varies and depends on careers goals, personal aspirations, commitments to personal interest, family lifestyle of individual and other aspects of one’s own life. In this vector, an individual develops commitment to the future and becomes more competent at making and following through own decisions, even when they may be contested. Decisions must be made in order to learn to balance these career goals, personal aspirations and commitments to family and self (Chickering & Reisser, 1993).
The seventh vector of Chickering’s theory is “developing integrity.” Integrity regarding one’s beliefs, values and purposes must be established. This vector consists of three stages which flow in chronological order, but are able to overlap. These stages are humanizing values, personalizing values and developing congruence. The process of humanizing values encompasses the shift from a cold, stiff value system to one which is more balanced with the interests of others matched with the interests of the self. After this is established, the individual begins to assemble a core group of personal values which are firmly held, but the beliefs of others are considered and respected. Also, thinking about others beliefs and points of view and the willingness to preserve self-respect while monitoring behavior is important in college students’ development (Chickering & Reisser, 1993).
The use of Chickering’s theory of identity development in this study will provide an understanding of how students develop intellectual competence and what barriers to intellectual competence compromise academic performance. It will also highlight psycho-social development as students enter into a new environment of higher education the psycho-social challenges experienced by students when moving through autonomy towards independence.