Student Development Theory

Question 1

Name the stages of Cross Model of Psychological Nigrescence

Answer 1

 Stage 1, Pre-encounter: African American person is Pro-White and Anti-Black.
 Stage 2, Encounter: Person has not become Black yet, but has made the decision to become Black.
 Stage 3, Immersion-Emersion: Person is Anti-White and Pro-Black, demonizing Whites and White culture.
 Stage 4, Internalization: Anti-White feelings decline
 Stage 5, Internalization-Commitment: African Americans internalize new “Black” identity and continue resolving problems through social activism

Question 2

Name the learning styles associated with Kolb (1984) Kolb’s Theory of Experiential Learning

Answer 2

Diverging (CE/RO) (feeling and watching) – Able to look at things from different perspectives

2) Assimilating (AC/RO)(watching and thinking) – Prefer a concise and logical approach 3) Converging (AC/AE)  (doing and thinking) – Can solve problems and will use their learning to find solutions to practical issues 4) Accommodating (CE/AE) (doing and feeling) – Is the “hands on” person, relying on intuition rather than logic

Question 3

Name Baxter Magoldas steps to developing Self-Authorship

Answer 3

Self-authorship includes 4 phases:

1) Following formulas: Following the plans laid out for them by external authorities about what they should think and what they should accomplish.
2) Crossroads: Plans sometimes do not work well and sometimes need to establish new plans; students are dissatisfied with self
3) Becoming the author of one’s life: Choose one’s beliefs and stand up for them in the face of conflicting external viewpoints
4) Internal foundation: Solidified and comprehensive system of belief exists. Individual in this stage experience feelings of peace, contentment and inner strength. Not affected by external influences.

Question 4

Ruthellen Josselsons Theory of Identity

Answer 4

1) Foreclosures/gatekeepers : Purveyors of the Heritage – have not encountered crisis; high internalization of values of their parents and maintain ideals they had as children. These women seek security in relationships.
2) Identity achievers/pathmakers: Pavers of the way – Experienced a crisis and committed to identities. Broke away psychological ties to childhood and forms a separate, distinct identity. Explored options and understand they have their own authority to make decisions. Hallmark is balance between work, relationships, and interests.
3) Moratoriums/searchers: Daughters of the crisis – Unstable time of searching for new identity. Experienced crisis and have trouble committing to an identity; overwhelmed by options. If choose identity and then challenged, crisis will ensue. Women in moratorium have daydreams of high achievements, but have difficulty deciding what their priorities are vs. what their parents want for them.
Identity diffusions/drifters: Lost and sometimes found –Lack of crisis and commitment, low ego development. Little attachment to inner self. Not gone through crisis or committed to an identity; they wait for life to happen to them. Tend to withdraw from situations

Question 5

Psychosocial: Schlossbergs Transition Theory

Answer 5

1) Situation – Trigger & timing of situation, person’s control, if situation causes a role change, duration, previous experience with transitions, concurrent stress, & assessment of transition.
2) Self – Personal and demographic characters: affecting how an individual views life. Psychological resources: Aids in coping with transition
3) Support – Type, function & measurement of support as well as intimate relationships, family units, networks of friends, institutions and communities
4) Strategies – Those that modify the situation, those that control the meaning of the problem, and those that aid in managing the stress in the aftermath

Question 6

Perry’s Cognitive Theory of Student Development

Answer 6

1) Basic Duality - Seeing the world dichotomous: good-bad, right-wrong, black-white, facts, authorities have correct answers
2) Multiplicity Prelegitimate - Seeing there may be other answers, facts might not always tell the truth & authority isn’t always correct
3) Multiplicity Legitimate but Subordinate - Know there are other answers, not living by that thought
4) 4a. Multiplicity Coordinate - Know and understand there are multiple answers & ways to view situations
4b. Relativism Subordinate - Know & understand there are multiple answers & ways to view situations and start to think about supporting those opinions
5) Relativism - Looking at each viewpoint or answer and seeing what makes the most sense or what the right answer is for them
6) Commitment Foreseen - Making a commitment or trusting in the opinions of others or the viewpoints they feel are correct for them
7) 7-9. Evolving Commitments - Revisiting those commitments and making changes when necessary

Question 7

Moral Development Theory: Kohlbergs Theory of Moral Development

Answer 7

 Stage 1: Heteronomous Morality: Obeying rules to avoid punishment
 Stage 2: Individualistic, Instrumental Morality: Following rules that promote self interest
 Stage 3: Interpersonally Normative Morality: Fulfilling expectations of family and community. Concern is on maintaining a “good person” image and gaining others’ approval.
 Stage 4: Social System Morality: Complying within a social system and respecting authority. The social system is viewed as made up af a consistent set of rules and procedures applying equally to all people. Right is defined as upholding the laws established.
 Stage 5: Human Rights and Social Welfare Morality: Working toward what is good for society as a whole
 Stage 6: Morality of Universalizable, Reversible, and Prescriptive General Ethical Principles: Defining principles by which justice is achieved (MLK jr achieved this status, but few individual reach stage 6).