Post on 28-Dec-2015
transcript
Agenda
History Chickering’s Psychosocial Theory of Student
Development Perry’s Cognitive Theory of Student
Development Theory of Moral Development
Kohlberg Gilligan
History of Student Development Theory
The first 300 years: 17th century-”in loco parentis”
Character development Average age 14 years
The Student Services Movement Late 19th-early 20th century Development of the field of Psychology Provide services to students:
Remedial services Counseling Programs to supplement academics
The Student Development Movement Middle of 20th century-Present Student activism Developing psychological and sociological
theories: Theories of human growth Theories of environmental influences
The Student Development Movement1. Look at the whole student.
2. Each student is unique.
3. The total environment is educational.
4. The total environment helps the student achieve full development.
5. The student has the major responsibility for his/her own development.
Arthur W. Chickering:The Vector Theory
Based on Erikson’s adolescence stage of identity vs. identity/role confusion
Seven vectors along which college students develop: Tasks of identity resolution
Seven Vectors
1. Developing Competence
2. Managing Emotions
3. Developing Autonomy
4. Establishing Identity
5. Interpersonal Relationships
6. Developing Purpose
7. Developing Integrity
Developing Competence
Intellectual Competence Physical and Manual Competence Social/Interpersonal competence
Developing Autonomy
Emotionally independent Self-Regulation Make plans for goals Solve own problems Identify resources Systematic problem solving methods Recognize interdependence
Establish Identity Integrate one’s experience Realistic and stable self-image Experimentation in relationships Experimentation in purpose Experimentation in integrity Aware of one’s preferences in experiences
Interpersonal Relationships
Tolerance of differences Capacity for mature intimate relationships Empathy
Develop Purpose
Clarify interests Clarify educational and career options Clarify lifestyle preferences Have an integrated identity
Develop Integrity
Define one’s values Awareness of relativity of values Have personal code of values to guide
behavior. Behavior congruent with beliefs and values Post-conventional level of morality
Cognitive Theory of Student Development:William Perry Based on Piaget’s cognitive theory of
development Steps students move through from a
simplistic view of the world to a mature view of the world Cognitive conflict motivates progression to
maturity
Level 1: Dualism There are right and wrong answers and experts
know the answers.
***High degree of structure
***Personal atmosphere in classroom
***Experiential Learning
***Analysis of conflicting viewpoints
Level 2: Relativism
Knowledge is uncertain. Some answers are not always right.
.***Less structure
***Personal atmosphere in classroom
***Diverse Content
Level 3: Commitment Nothing works in all circumstances or is
always right. Search for new knowledge.
Lawrence KohlbergMoral Development
Stages:
1. Preconventional (before 9) Focus on rewards and punishments
2. Conventional (early adolescence) Rules are the rules, conform
3. Postconventional
Universal issues of ethics, morality, justice, fair play, abstract & ethical principles
Gender Differences
Women = Care Focus
Women prefer social groups.
Women concerned with care and response to need.
Men = Justice Focus
Men prefer the individual.
Men are concerned with equality, reciprocity, justice, and rights.
Carol Gilligan
Adolescence: Girls are more
concerned with relationships
Girls develop their identities through their relationships
Girls develop their identities while engaged in close relationships
Levels of Moral Development:
1. Individual Survival1. Follow rules for rewards
Avoid punishment Self-Sacrifice
1. Meet needs of others
Sacrifice own needs
1. Equality1. Everyone’s needs met
Sacrifices shared equally