Running head: STUDENT INTERVIEW PAPER

Student interview paper

Lisa Newhouse
Western Michigan University

STUDENT INTERVIEW PAPER

Introduction
For my student interview, I decided to interview an undergraduate that I work with in the
advising office, at the College of Arts and Sciences. For the purpose of confidentiality, she will
be referred to as Micky, in this paper. Micky is a 20 year old female, in her second year
attending Western Michigan University. Micky grew up in the city of Detroit with her parents
and two younger brothers. She would be considered a first generation student, due to neither of
her parents attending college (Micky, personal communication, September 24, 2013).
There were many theories that went through my mind, in the days following the
interview with Micky. Each week in class, I was learning about new theories; the foundational
theories, moral development theory, experiential learning theory, and the integrative theories. To
be quite honest, at times it felt like my mind was spinning with all the different theories, and I
realized, I needed to have a focus. Psychosocial and cognition are part of the foundation for the
developmental theories, and therefore I felt it was important to explore both areas. However, to
view development from one viewpoint is limiting. According to Evans, Forney, Guido, Patton,
& Renn (2010), a criticism of many foundational theories is they separate the developmental
process into discrete categories (p.155). Therefore, for this paper, I decided to focus on two of
the foundational theories; one from the psychosocial and one from the cognitive perspective. In
addition, I wanted to focus on an integrative theory, which offered an integrative approach of the
psychosocial and cognitive perspectives. Lastly, I will try to provide similarities between the
theories and her development.

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Psychosocial Chickering
Arthur Chickerings (1969), work encompasses the emotional, interpersonal, ethical, and
intellectual aspects of development (Evans et al., 2010, p.67). His work is grounded in
psychosocial theory and he felt the establishment of identity is the core developmental issue
with which students grapple during their college years (Evans et al., 2010, p.65). In
Chickerings theory, there are seven vectors of development, I will focus on vector one
(developing competence) and two (managing emotions). In my interview with Micky, she made
several statements, in regards to what she has learned from last year to this year. In reference to
her first semester, Micky stated knew I was falling behind and couldnt keep up, tried to do
everything, and cant keep up with everybody (personal communication, September 24,
2013). These statements, refer to her intellectual and interpersonal competence; her ability to
develop skills in academics and relationships with others. This suggest to me, that Micky was in
vector one, her first semester in college. She was struggling academically and having difficulty
in establishing boundaries in relationships. During her second semester, she indicated that she
developed more meaningful friendships, with people that she really connected with. She stated,
not everybody is going to be your friend (personal communication, September 24, 2013). She
also made changes in regards to her intellectual competence stating, I set aside time for books
and time for fun and I asked for help (personal communication, September 24, 2013). In
these statements, she is demonstrating competence in her academic and interpersonal skills,
suggesting that she was successfully working through vector one.
Based on the interview with Micky, I would also suggest that she is now in vector 2,
which is the students development to recognize, accept, and manage emotions in a responsible
manner (Evans et al. 2010). Questions were asked regarding her relationships with roommates.

STUDENT INTERVIEW PAPER

Micky indicated that she had difficulty with her roommates this past summer. When asked how
she handled the difficulty she stated, I just lock my bedroom door and avoid them (personal
communication, September 24, 2013). This statement suggests that Micky is in vector two, and
although she can recognize and accept her emotions of feeling stressed and upset, she is still not
able to express her emotions responsibly. She has developed competence in vector one, but
needs to integrate her management of emotions effectively in vector two; in order to achieve
greater confidence in herself and complete the journey of developing her self-identity.
Cognitive Perry
William Perrys (1968) theory is based on the cognitive foundation of, how people think,
reason and make meaning (Evans et al., 2010, p. 43). According to Perry, forms of intellectual
and ethical development are the structures that shape how people view their experiences (Evans
et al., 2010, p. 85). This view is initially seen through a lens of good-bad and concludes with
complex forms through which the individual seeks to affirm personal commitments (Evans et
al., 2010, p. 85). In Perrys theory, there are nine positions, each with a transition area. I will
focus on position one (dualism), and the transition area between positions one and two
(multiplicity). During the interview, questions were asked regarding Mickys view of professors
and their knowledge base. When asked if she felt her instructors were knowledgeable, she
indicated that they knew it all for material (personal communication, September 24, 2013).
When asked specifically, if they had the answers, she stated I do trust them and what they say
about class material (personal communication, September 24, 2013). These statements lead me
to believe that Mickey is still in position one, where those in charge have all the answers. She is
seeing things in regards to a duality, that there is either a right or a wrong answer.

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However, I also believe that she may be headed towards or in the transition phase, for
position one. In her statements, she mentions that instructors knew the answers for the material
they taught, but did not indicate they have the answers for everything (Micky, personal
communication, September 24, 2013). This suggested to me, that she may be questioning those
in authority and she could be in a transition phase between positions one and two. She is
beginning the movement from duality to multiplicity, demonstrating a higher level of complex
thought.
Integrative Kegan
Robert Kegan (1982) argued that cognitive and affective components are involved
(Evans et al., 2010, p. 155) in making meaning. His integrative constructive-developmental
theory focus on the ways individuals give meaning to their life experiences and combines
cognitive and psychosocial aspects of theory (Evans et al., 2010). In Kegans theory (1994) there
are 5 orders of consciousness, which are progressively more complex ways of thinking
(cognitive) and seeing yourself (psychosocial). I would suggest that Micky is in order 3
(socialized mind). When asked if there was any advice she would give to incoming freshman,
she stated, join something to broaden horizons and be more diverse and I have become very
diverse (personal communication, September 24, 2013). She mentioned that in high school, her
friends consisted of just one type of individuals, I only had black friends and I did not have
any white or Mexican friends (personal communication, September 24, 2013). When asked if
she had preconceived notions regarding people of different color, she indicated that she never
really thought about it before coming to college (Micky, personal communication, September 24,
2013). I believe these statements provide insight into her order of thinking as a freshman. Prior
to college, she was thinking in order two (instrumental mind), she was presenting the dualism

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between herself and others, and without much thought she was limiting herself to one group of
individuals. According to Micky, after joining groups on campus, she began relating to a more
diverse group, comprised of different races. She found that she had many similarities with others
and she found support in the group, which is order three (socialized mind). As stated in Evans et
al. (2010), support is found in mutually rewarding relationships and shared experiences
(p.179). She is demonstrating an alternate image of self which is more diverse and a higher
order of thinking that is at a more complex level. Demonstrating the integration of cognition and
psychosocial.
Conclusion
Despite the theories originating from three different perspectives, similarities were noted
between the theories and where I believe Mickys development to be. Perrys position one
(dualism) and Kegans order 2 (instrumental), both indicate that an individual is thinking in
regards to dualism, which is where Micky was in the beginning of her freshman year. At this
time, I believe Micky is working towards Perrys position two (multiplicity) and is in Kegans
order 3 (socialized mind), indicating a similar growth in both theories. During her freshman year
she demonstrated greater competence in interpersonal skills, Chickerings vector one, but is
currently having difficulty managing her emotions, Chickerings vector two. In each theory,
Micky is showing growth in intellect, emotions and how she relates to others. It should be noted
that this paper is by no means a full assessment of Mickys development. With additional
interviews and the chance to develop a better rapport, a more complete picture of development
may have been obtained.

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References
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D. & Renn, K.A. (2010). Student development
in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass
Publishers.

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Interview Questions
1. Background information: Where you grew up? Did you grow up with parents in same
house? Do you have any siblings, if so how many and how old?
2. Any members of your immediate family beside yourself that attended college?
3. What classes have you enjoyed the most?
4. What was it you liked about those classes?
5. What type of instructor have you liked?
6. What things did you like or not like?
7. Do you consider your instructors to be knowledgeable?
8. Have you questioned your instructors knowledge?
9. Does your instructor have the answers? Do they have all the answers?
10. What have been the most challenging classes you have had?
11. What has been the most challenging thing about college for you?
12. What surprised you most about college?
13. Have your views about life changed since starting school?
14. What have you learned about friendships?
15. Do you have any regrets about your freshman year?
16. Is there anything you would change about your freshman year?
17. What advice would you give an incoming freshman?
18. Are your friends different in college than they were in high school?
19. Did you have preconceived notions of people in high school?
20. Is there anything that you did that helped you academically? Socially?