THEORY TO PRACTICE: TRANSLATING THE PROCESS OF STUDENT DEVELOPMENT AT THE UNIVERSITY OF ALABAMA

EDITED BY DR. JASON C. GARVEY, ASSISTANT PROFESSOR

THE UNIVERSITY OF ALABAMA
2014

Theory to practice: Translating the process of student development at The University of Alabama The contents in this book are written exclusively by students enrolled in AHE 607: Student Development Theory II under the supervision of Dr. Jason C. Garvey during the spring 2014 semester at The University of Alabama. In an effort to facilitate on-campus discussions about translating theory to practice, we have assembled this book as a resource for the Division of Student Affairs at The University of Alabama.

Special recognition and thanks to Elizabeth McDonald who led the efforts in formatting and editing the book. Additional thanks to Stephanie Vess and Katelyn Graham for coordinating the training meeting and edited book premiere at The University of Alabamas Division of Student Affairs meeting.

It is with great pleasure that we dedicate this compilation to Dr. Margaret King in thanks for her guidance, support, and perspective throughout her tenure at The University of Alabama. Her integrity has been an inspiration for everyone with whom she has taught and come into contact. Thank you!

Table of Contents 1 2 3 4 5 6 7 8 Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Appendix J Appendix K Introduction Jason C. Garvey Translating Theory to Practice Jason C. Garvey Psychosocial Development Christina Kogat and John Tilley Cognitive Development Katelyn Graham and Stephanie Vess Moral, Faith, and Spirituality Development Butch Hallmark and Kelsey Taylor Racial and Ethnic Identity Development Shonteria Johnson and Albert C. Calhoun Gender Identity Development Maureen Flint and Elizabeth McDonald Sexual Identity Development Gabrielle Hucal and Leanne Mallory Marcias (1966) Ego Identity Statuses Chickering and Reissers (1993) Seven Vectors Josselsons (1996) Womens Ways of Knowing Kohlbergs (1971) Theory of Moral Development Gilligans (1981) Theory of Womens Moral Development Fowlers (1981) Theory of Faith Development Cross (1995) Model of Psychological Nigrescence Queer Theory (Abes & Kasch, 2007; Jagose, 1997) Beemyn and Rankins (2011) Developmental Milestones for Transgender People Cass (1979) Gay Identity Development Model DAugellis (1994) Model of Lesbian, Gay, and Bisexual Identity Development

About the Editor About the Authors References

CHAPTER

Introduction
Jason C. Garvey Higher Education Program The Higher Education program at The University of Alabama provides academic preparation and professional development to prepare leaders to act as agents of change in two- and four-year colleges and universities. The graduatelevel programs oer coursework and structured learning centered on small seminar classes to produce scholars and practitioners who can think critically about problems, discover ways to solve them, and enact solutions into practice. The program also seeks to enhance the academic understanding of higher education as a eld of study. This dimension of the mission, dened through research and publication, is consistent with the mission of the contemporary research university to advance knowledge and pursue a national reputation for excellence in research performance. The Higher Education program seeks to promote the academic integrity of the eld of higher education, as well as to provide a professional development service to the community of educators and potential educators in the State of Alabama and throughout the United States. In addition to oering coursework and degree programs designed to enhance professional performance and to advance the discipline, program faculty provide a variety of services to the state, the region and the country. For more information, please visit http://education.ua.edu/academics/elpts/hea/ AHE 607: Student Development Theory II AHE 607: Student Development Theory II is an elective course oered in the Higher Education program. The course aims to provide students with greater knowledge about the complex nature of student development in college. Building upon traditional theories of college student development learned in 1

CHAPTER 1. INTRODUCTION

AHE 507: Student Development Theory I, this course enhances students understanding and reection of student growth, development, and learning with specic focus on critical theoretical perspectives of student development. There are several assignments throughout the course for students to develop their learning and growth. One major assignment is the theory-to-practice case study, designed to more intentionally link student development theory to student aairs practice. Students work in pairs to write case studies through the lenses of student development theories, with a focus on linking these theories to practice. There are three components to this assignment: Proposal form: Students must write a proposal detailing the student development theory family and faculty/sta member they have selected to interview. Also included in the proposal form is a list of questions the students will ask their faculty/sta member during the interview. Interview with faculty/sta: Each pair must interview a faculty/sta member with professional experience/insight with the particular family of theories in their professional practice. Case study: From the interviews and relevant class literature, each pair writes a case study that links theory to practice as contextualized through The University of Alabama student experience. Case studies follow a similar format to Stage and Hubbards (2012) Linking theory to practice: Case studies for working with college students. Each chapter includes ve elements: title, author, characters, case, and questions. The University of Alabama Division of Student Aairs As this book is meant to serve as a resource for the Division of Student Aairs at The University of Alabama, each case study is contextualized in the stories of our university. The University of Alabama (UA) was founded in 1831 as the State of Alabamas rst public college. As a student-centered research university, UA is dedicated to excellence in teaching, research, and service. Known as the Capstone of higher education, UA provides a creative and nurturing campus environment where students can maximize their impact, learn from exceptional faculty, and enact positive change for their communities. For more information, please visit http:///www.ua.edu The Division of Student Aairs (DSA) maximizes students learning experiences through a commitment to learning, collaboration, assessment, and student-centeredness. The mission of DSA is to be regarded as a premiere division of student aairs and to be responsible for shaping the next generation of engaged citizens. Within their strategic plan, DSA has four key priorities to serve as a roadmap for their work: foster global citizenship and cultural understanding, develop ethical leaders, promote civic engagement, and create a culture of evidence. For more information about DSA, please visit http://www.sa.ua.edu/

CHAPTER

Translating Theory to Practice

Jason C. Garvey Student Development Theory Theory is a result of people needing to make sense out of their lives (Evans, Forney, Guido, Patton, and Renn, 2010). McEwen (2003) described theory as a way to capture the interrelationships between constructs and concepts through a set of ideas linked by hypotheses. Parker (1977) dierentiated between informal and formal theory in student aairs practice. Informal theory includes a practitioners set of organizing principles that is used to understand students, environments, and human development. However, informal theory is not selfcorrecting because individuals have no basis for which to determine the accuracy of their interpretations. Formal theories are validated by research and help determine whether a persons perceptions hold true for their lived experiences and observations. Evans, Forney, Guido, Patton, and Renn (2010) outlined four key reasons for the need of theory in student aairs practice: to develop a foundation for knowledge, expertise, and practice; to communicate with and understand other student aairs educators; for common language and community of scholars; and to make complex experiences more understandable, meaningful, and manageable. Student development theories are the cornerstone of the profession of student aairs (Hubbard, 2012). They provide the foundation for the practice of student development, enabling student aairs professionals to address students needs, design programs, develop policies, and foster healthy environments that encourage growth (Evans, Forney, Guido, Patton, and Renn, 2010). King (1994) described student development theory as a kaleidoscope or mosaic of changing skills, attitudes, beliefs, and understandings, acknowledging that each student represents a slightly dierent set of shapes, colors, and textures that constitute his or her own personal kaleidoscope, each with its own specic set of developmental attributes. All student development theories are rooted in Sanfords 3

CHAPTER 2. TRANSLATING THEORY TO PRACTICE

(1962) concepts of challenge and support (Stage, Downey, and Dannells, 2000). Challenges provide opportunities for dissonance needed to progress further in the development, while support enables students to sustain their development through resources and services (Hubbard, 2012). Theory to Practice Student development theory assists student aairs educators in understanding and responding to students empathically. It provides a lens through which practitioners can contextualize students behaviors, suggesting actions for working with students. Student development theory is useful across a variety of contexts, including advising, teaching, programming, and facilitating student learning both curricularly and co-curricularly. However useful theory may be for practice, student aairs practitioners often have diculty in linking their work to theories about student development and learning (Bensimon, 2007; Evans, Forney, Guido, Patton, and Renn, 2010; Hurtado, 2007; Love and Guthrie, 1999; Pope, Reynolds, and Mueller, 2004; Torres, Howard-Hamilton, and Cooper, 2003; Upcraft, 1998). To be effective, theory must be used responsibly. In linking theory to practice, practitioners must recognize challenges, including time and competing priorities, lack of knowledge or prior education, or dismissive attitudes regarding the use of theory in practice (Evans, Forney, Guido, Patton, and Renn, 2010). Above all else, it is important to remember that Theory is a remarkable tool in student aairs practice, but only when it is used judiciously and not as a replacement for the truth about students lives (Borrego and Manning, 2007, p. 138) Utilizing student development theory in practice requires practice in applying the knowledge to the reality of the college experience. Case study analysis is a useful tool for linking student aairs knowledge with practicality across functional areas (Stage, 2012). Case studies provide a broad perspective on student and administrator experiences, enabling practitioner-focused conversations on the realities of student aairs administration. Stage (2012) discussed that case study analyses benet student aairs administrators in four ways: by providing challenges to conventional habits of administrative thought and action; by promoting consideration of multiple perspectives; by promoting consideration of unique campus environments; and by manipulating problems with realistic legal, institutional, and political constraints. When considering what theories to use as a lens for understanding, it is best to select a theory that you understand and resonates with you. Book Overview Contents in this edited book are structured around various families of student development theory, with particular focus on psychosocial, cognitive,

5 moral, and social identity development. Understanding the development of college students is integral to the design of eective student aairs practice. Consequently, the book focuses on applications of theory to contemporary practice in higher education and student aairs contexts. In this book, we explore the primary families of student development theories, which is how they are typically conceptualized. Although this approach tends to pull apart development into discrete domains, it is important that student aairs educators understand the principle dimensions characteristic of these theoretical families. However, because people rarely represent or present a singular dimension of development, we encourage you to examine how the theories from each of these domains come together in a more integrative way. That is, we ask you to consider how the nature of student development is mediated by students individual dierences and sociocultural histories, such as their gender, race, ethnicity, and sexual identity; how families of theories interact with each other; and the contexts and environments in which students are situated. Although we will discuss many forms of development across multiple social identity groups, it is important to acknowledge that there is no way to address all theories, populations, and ideas relevant to this important topic. Existing theories describe particular students in specic contexts. No one theory is able to tell the story of all students. We also acknowledge that scholars in the last ten to twenty years have articulated new ideas to frame student development that could be considered more critical or address the intersection of multiple identities. This work is important and innovative and should be further explored; however, this book focuses largely on the early theories which form the foundation of the eld. The primary objective for this book is to introduce student aairs practitioners to the foundational theories of student development, and develop understanding of these theories and their application to college students. Further, student aairs educators will have opportunities to develop deeper understanding of their own development and identities, a how these dimensions inuence their work with others. Each book chapter is designed to focus on a particular family of student development theories.

CHAPTER 2. TRANSLATING THEORY TO PRACTICE

Notes on Theory to Practice

CHAPTER

Psychosocial Development
Christina Kogat and John Tilley Characters Area Coordinator (Reader)- A professional with Housing and Residential Communities who supervises Graduate Community Directors in an area of multiple residence halls. Sarah- Graduate Community Director of the building in which Mike, Jerome, and Kyle live. Mike- Resident Advisor for the third oor. Jerome- An African American, male freshman. Both of his parents attended the university and he wants to maintain the family tradition. He is a resident of 321 and is roommate to Kyle. Kyle- A White, male freshman. He is an out-of-state student who became involved with his fraternity during the rst semester. He is a resident of 321 and is roommate to Jerome. Case Study You work for Housing and Residential Communities (HRC) as an Area Coordinator (AC) overseeing multiple campus residence halls for students, each managed by a Graduate Community Director (GCD). One of the GCDs you supervise, Sarah, approached you after a sta meeting regarding a particularly dicult roommate conict she had been handling. Sarah was informed by Mike, the senior RA on the third oor, of the conict a week ago and she has already met with the students, to no avail. Mike described the situation as follows. Mike stated that he had been doing evening rounds when he heard a loud argument coming from room 321. He notied his on-call partner and they entered the room to nd Jerome and Kyle in a heated argument about how dirty the room was. Mike defused and documented the situation appropriately. After hearing about the incident, Sarah asked Mike to provide more information about the students. 7

CHAPTER 3. PSYCHOSOCIAL DEVELOPMENT

Mike told Sarah that Kyle is from out of state and has been involved in his fraternity since the rst semester. Mike said that Kyle tries hard to t in with them and his behavior has changed somewhat since he rst moved in. He does not interact as often with Jerome as he did at the beginning of the year, and he feels like he does not need to clean the room as much since he is not there very often. Jerome has been talking with Mike about the pressures he has been faced with on campus. His parents met at the university and had a great experience, but he has not found his niche and does not feel very connected or supported on campus. He also feels pressured to succeed academically because of the value his parents place on higher education, but he is having diculty nding motivation to study. After talking to Mike, Sarah reached out to the two roommates to set up a meeting to discuss the situation. The roommates arrived to the scheduled meeting ten minutes late and would not speak to each other. After Sarah asked about the reason for the mess, Jerome opened up and said he felt like he did not know Kyle anymore and that he did not appreciate the way he had been acting lately. He claimed that Kyle does not clean up after himself and expects Jerome to do it whenever it is time for RAs to check rooms for health and safety inspections. He also felt that some of the things Kyle had been saying were offensive and that he did not feel any support from his roommate or the campus community. Kyle then got oended and asserted that he could say whatever he wants and did not know why Jerome was making such a big deal out of it. He went on to say that the situation would not be an issue if HRC had an in-house maid like he does at home. Kyle said that he is having a great time on campus and does not want this situation to ruin it. He also said that he did not know why he was paying for such a bad roommate experience, a sentiment that Jerome echoed. After meeting with the students, Sarah felt that the roommates were coming from dierent places and she is not sure how to proceed. Questions How would you address this situation? How would you describe these students? development based on Marcias identity statuses? Chickerings vectors? How do multiple identities (e.g. race and socioeconomic status) inuence both students? development in the context of the university?

CHAPTER

Cognitive Development
Katelyn Graham and Stephanie Vess Characters Kelsey (Reader)- Student Aairs professional. Brittany- student pursuing bachelors degree in Physics. Dr. Roberts- Professor in Physics department. Benjamin- Student Government Assocition Senator and active student leader. Case Study You are answering emails in your oce one Monday morning when Brittany unexpectedly drops by to inquire about student leadership in a newly founded student organization, UA Civic Engagement Society (UACES). Brittany is a mentee of yours and has been an active member of the program for rst-generation students that you coordinate. Due to her active involvement on campus, her interest in this leadership role is of no surprise to you. Brittany is currently a junior and she has recently taken initiative to expand her leadership experiences during her time in college. As the conversation begins, she expresses her enthusiasm for the new organization and about the ways it can further motivate and encourage students to give back to their communities. She begins to share her vision for potential ideas and collaborations with departments and other organizations on campus, surprising you with how much thought she has placed on the future of the organization. However, through your conversation you notice that she feels insecure about taking the next step in pursuing a leadership role in UACES. Despite her active involvement throughout her college experience, Brittany has never held a leadership position in any student organization. She said, I would love to be the President of UACES, but Benjamin is so much more qualied. I dont t the image of a leader. You ask why she compares herself to Benjamin, and she 9

10

CHAPTER 4. COGNITIVE DEVELOPMENT

responds by explaining Benjamins father is an alumnus of the university who was an active leader during his time on campus. Brittany furthers explains, Not only do both of his parents have a college degree, but they are great resources who understand how to navigate the college experience. My parents have no clue about college at all. You assure Brittany that her qualications are more than sucient and that she would be a successful president of UACES. You ask follow-up questions to gauge her availability for this type of commitment, being most concerned about her academic course load and her class performance. She rolls her eyes and expresses frustration about a particular professor that has recently challenged her in Physics class. Dr. Roberts said that I had to critically examine a classmates lab report. Of course, I was assigned to Benjamin. He has the highest class average! I thought his paper was great and had no negative feedback, but Dr. Roberts was not pleased. He said I had to provide constructive criticisms to receive a grade for this assignment. Brittany goes on to say that she does not feel she is competent to lead the student organization because leaders are great critical thinkers, and according to Dr. Roberts, she does not possess that quality. Given this scenario, what would you do next? Examine the questions below to better understand the best steps and practices for this situation. Questions How does Brittanys experience with Dr. Roberts inuence her feelings about her ability to become the president of UACES? What steps can you take, as a student aairs professional, to help make Brittany feel comfortable initiating her leadership experience? Through the lens of cognitive development, specically Womens Ways of Knowing, how has Brittanys experiences inside the classroom inuenced her condence outside the classroom?

CHAPTER

Moral, Faith, and Spirituality Development

Butch Hallmark and Kelsey Taylor Characters Lorelai (Reader)- Assistant Director for the Community Service Center. Jordan- A Hispanic, freshman female in her second semester; works at the Community Service Center in the work-study program. Chad- A White, junior male. Case Study As the Assistant Director of the Community Service Center, you have held this position for six years and you have provided a work-study position to an undergraduate student for the last ve years. During the fall semester, you hired Jordan, a rst-year student from California. You quickly develop a mentor relationship with Jordan, and she begins to come to you for professional advice and personal guidance. After cultivating a relationship with her, you learn that she comes from a strict and religious home. Her family emigrated from Mexico and both of her parents work two jobs to provide for their family and describe their Catholic religion as important to their identity. She quickly jumps into the social aspect of college by attending parties with upperclassmen. After hearing her weekend stories, you infer that she is beginning to rebel against her upbringing. You hear her make jokes to some of her co-workers that her parents would make her come home if they found out about her new habits of drinking and partying. Your relationship continues to grow and she condes in you that she has met a young man named Chad. He has become her priority and you become concerned about her grades. Jordan assures you that her grades are ne and changes the subject back to Chad again. 11

12 CHAPTER 5. MORAL, FAITH, AND SPIRITUALITY DEVELOPMENT Prior to Thanksgiving break, you overhear Jordan talk to Chad on the phone outside your oce. She is getting increasingly frustrated about his level of commitment to her, as he does not want a serious relationship. She tells you after the phone call that he expressed no interest in having children in the future, which upsets her. She tells you that she has a date with him on Friday night and is planning to end their relationship then. Monday after their date, she is in an extremely good mood as she comes in to work. You ask her how everything went Friday night, and she says they worked everything out. She also tells you that she has started having sex with Chad. Though it is inappropriate for her to inform you of this information, you feel somewhat responsible for her because she only condes in you. You ensure that she used protection and she conrmed. The semester ends and Jordans grades are barely meeting expectations to maintain her on-campus job. You address the situation with her in January after the winter break, and she assures you that her relationship with Chad had nothing to do with it. After a couple of months later, Jordan is waiting at the oce door at eight oclock in the morning with tears covering her face. She tells you in condence that she just learned over the weekend that she is pregnant and you are the only person she has told. She does no know if she wants to tell Chad for fear of rejection from him, since he told her he has no desire to have a family. She also feels that she cannot tell her family because of her upbringing, and she would surely be forced to move back to California. She tells you that she is contemplating having an abortion, but does not know where to go or who to talk to. You understand that this is in major conict with the values in which she was raised, both morally and religiously, and that religious background does not coincide with Chads, who identies as atheist. Questions What can you do to help Jordan during this time? What resources are available to Jordan? Using moral, spiritual, or religious development theories, what is Jordan experiencing? What steps do you take to ensure other members of your sta are equipped to address situations like Jordans?

CHAPTER

Racial and Ethnic Identity Development

Shonteria Johnson and Albert C. Calhoun Characters Supervisor (Reader)- A sta member in the Oce of Student Aairs. Tabitha- A rst-year African American female, work-study student, lives with her half-brother, working in the Oce of Student Aairs in her rst semester. Jonathan- A rst-year student African American male, lives with his halfsister, does not participate in any on-campus activities. Ashley- A sophomore member of Delta Delta Pi (predominately White female sorority), friends with Tabitha. Case Study You work in the Oce of Student Aairs, providing support and advising for all students and student organizations on campus. Tabitha is a part of your oce as a work study student and has openly discussed her interest in Greek life. Tabitha and her brother Jonathan have both enrolled on campus as rst-year students. They are the same age and share a condo in which their father takes care of the nancial obligations. Tabitha graduated from a predominately African American high school, whereas Jonathan graduated from a private parochial school, both in their home town. Tabitha recently shared her thoughts with her brother on Delta Delta Pi, a predominately White sorority of which her classmate Ashley is a member. She expressed to Jonathan that she is interested in this sorority because it aords her scholarship and networking opportunities. Tabitha explained to Jonathan that she plans on attending their rush being held next month. She also encouraged 13

14

CHAPTER 6. RACIAL AND ETHNIC IDENTITY DEVELOPMENT

him to explore some of the predominately White fraternities because she thinks that he would be a good t in Greek life. Jonathan told her he would look into them and let her know his thoughts later. At the suggestion of his sister, Jonathan attended the fraternity interest meeting to learn about the organization and engage with current members. However, when he returned home, Tabitha noticed he was moody and distant when she questioned how things went. After prying Jonathan nally admits that when he rst entered the interest meeting everyone was polite and open about sharing the historical aspects of the fraternity. As the meeting wrapped up Jonathan was approached by the president of the fraternity who said they were interested in diversifying their organization. The president immediately offered to help him with the nancial aspects because he assumed Jonathan would likely have issues with nancial obligations. Jonathan was highly oended and immediately withdrew from the group, but admitted that it made him question whether people perceived him dierently due to his African American heritage. As mentioned previously, Tabitha attended a high school that was predominantly African American. Her African American heritage is more salient to her identity, but she is unsure how to translate that understanding to Jonathan. Questions How would you proceed in this situation? Using the given information, what life circumstances may have contributed to the diering stages of nigrescence (Cross, 1995) for Tabitha and Jonathan? What are the essential components needed to ensure proper guidance for Tabitha and Jonathan? Are there environmental factors on campus that inuence Tabitha and Jonathan?

CHAPTER

Gender Identity Development

Maureen Flint and Elizabeth McDonald Characters Supervisor (Reader)- A sta member in the Oce of Student Leadership. Charlotte/Charlie- A junior-year, student-worker in the Oce of Student Leadership. She has worked in this oce since she was a freshman, and has become very close with all the sta members and associates in this oce. Trans* Support Group- A newly organized support group on campus that provides trans-spectrum students with resources (e.g. networking, medical, and working with families, etc). They have recently added an outreach component to their organization, working with the assistance of allies to advocate and raise awareness on campus. Case Study You work in the Oce of Student Leadership, the oce tasked with coordinating leadership initiatives on campus. Charlotte is one of your student workers, and has been in your oce since she was a freshman. Over the course of the past three years, you have gotten close with Charlotte. Not only is she involved in your oce, but she is also heavily involved across campus, especially in her sorority. At the beginning her junior year, Charlotte conded in you that she felt out of place in her body and uncomfortable with her current socially constructed gender identity. She confessed that she has been struggling with these feelings since she was a child and was often viewed as a tomboy by her peers, especially when she joined an all-boys football team when she was 10. As a senior in high school, she had a secret romantic relationship with a female classmate, but felt conicted through the course of the relationship as she discovered she did not identify as a woman who loved women, but as a man who loves women. She ended the relationship when her parents found out, using this as an excuse 15

16

CHAPTER 7. GENDER IDENTITY DEVELOPMENT

to repress and hide her conicting feelings. Charlottes parents enrolled her in the Greek Recruitment process at orientation as a way to involve her in an organization that provided support and stability, since they were concerned about her confusion over her gender identity. After receiving a bid and joining, Charlotte enjoys the philanthropic and social aspects of her chapter, but battles depression as she continues to hide her true gender identity. In an eort to help her, you connected her to the Trans* Support Group on campus. Charlotte identied with the other members and their stories of struggling with gender identity and expression and feeling out of place in their bodies. Since joining this group, Charlotte has been armed in her gender identity, and has overcome internal denial and societal and internal norms to accept oneself as a man. Charlotte has asked to be called Charlie, and corrects gender pronouns, asking to be called he instead of she. He also has been performing a more masculine gender identity by buzzing his hair short, wearing no make-up, and wearing large mens clothes to cover his curves. Since becoming more uid in his gender expression, he has felt isolated within his sorority, but has thrived with the support of the Trans* Support Group. The Trans* Support Group has recently started a campaign to raise awareness for gender identity and expression issues on campus, including a provocative poster campaign that challenges traditional ideas of femininity and masculinity. Emboldened by this, the Trans* Support Group has put together a proposal to present to SGA to include gender expression and identity under the universitys non-discrimination policy. As a currently transitioning student, the Trans* Support Group is asking Charlie to present the proposal at the weekly SGA Senate meeting next week. While he has felt welcomed in this group, he also feels that he is not at a point in his transition where he is comfortable with this type of visible and vocal advocacy. However, Charlie feels that if he does not make this presentation, he would be isolated from the group for not promoting trans* issues on campus. This especially worries him because he has relied more on the support from the Trans* Support Group since becoming more and more isolated in his sorority. Charlie has asked for a meeting with you to talk about his conicting desires. Questions How would you respond to this situation? What major issues arise when considering how to move forward, especially in considering campus climate? Looking to Developmental Milestones (Beemyn and Rankin, 2011), how would you advise Charlie in this situation? What other resources could you reach out to on campus to advise and support Charlie?

CHAPTER

Sexual Identity Development

Gabrielle Hucal and Leanne Mallory Characters Supervisor (Reader)- A full-time Community Director who supervises the Resident Advisor. Matt- A high-achieving male Resident Advisor on your sta. Sarah- A female Resident Advisor on your sta. Case Study You are a professional sta member in Housing and Residential Communities, responsible for supervising a sta of 10 undergraduate students. One member of your student sta is Matt, an in-state student from a small town. Matt is a model student. He is a third year Biology major, has a high grade point average, and is on track to go to medical school. Matt is involved in several areas of campus life, numerous honor societies, a Greek organization where he holds an executive position, and he is also involved in student government. Additionally, Matt is heavily involved in his campus ministry group and his church. In the past year, Matt has been involved with a female sta member, Sarah, but the relationship recently dissolved. The relationship ended amicably, and Matt and Sarah are still friends. Matt also has strong relationships with residents throughout the building; however in one-on-one meetings with you, he has expressed discomfort with a resident on his oor who identies as gay. Matts religious identity is conservative, and he holds the teachings of his church literally and in high regard. Recently, Sarah read some of Matts text messages while they were hanging out. In reading these text messages, she discovered that Matt was in a relationship with a man. Sarah confronted Matt with the messages, and he conrmed her suspicions. However, he asked that she keep his sexual identity a secret. Shocked, and angry, she instead tweets and posts a Facebook status saying, I cant believe my ex-boyfriend Matt is gay, outing him to the 17

18

CHAPTER 8. SEXUAL IDENTITY DEVELOPMENT

world. Matts parents, sta members, university community, and friends from back home saw the post and began contacting him to ask questions. After a few days, Matt recognizes that he is being alienated by some of his fraternity brothers and friends in the building. Additionally, Matts church friends will not talk to him at all, unless it is to call him an abomination. Furthermore, his religious/conservative parents are insisting he takes the rest of the semester o to attend a gay-to-straight conversion camp. Matt comes to you as his supervisor asking for help. He tells you what happened and explains that he is scared and upset, but is also ready to live his life out of the closet. Matt explains that he has always known he was gay; however, he has tried to repress those feelings because he was raised in a family that openly discriminates against those who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ). He was always afraid that his family would disown him for being gay, and he is still concerned that their religious beliefs will be an issue in regards to accepting his identity. He also states that he is concerned about being accepted into some of his current friend groups as a gay man, stating that some of his friends claim to feel betrayed. He does, however, say that many of his friends are totally cool with it. Additionally, Matt confesses that over the years he has participated in discrimination on campus, and he has often ostracized members of the LGBTQ community to t in with his friend groups. Thus, now that he is out, he is concerned about his ability to t in with the LGBTQ community. Matt feels that he does not know how to navigate the world as a gay man. Furthermore, his religion is important to him, but he does not know how to remain involved in a church group that discriminates against him. How can he be gay and religious in this conservative campus climate? Questions Using Cass (1979) Gay Identity Development Model or DAugellis (1994) Model of Lesbian, Gay, and Bisexual Identity Development, where do you think Matt is in his development? What campus resources are available to Matt? What campus resources would you recommend be created to help future students?

Appendix A Marcias (1966) Ego Identity Statuses Identity development through exploration/crisis (questioning previous values and examining alternatives) and commitment Foreclosure (no crisis/commitment): previous values are unexplored, inability to adapt Diffusion (no crisis/no commitment): refusal or inability to commit, go with the flow Moratorium (crisis/no commitment): previous values are questioned, indecisiveness or ambivalence Identity Achievement (crisis/commitment): commitment to values after crisis period Has a commitment been made? Has a crisis been experienced? NO YES Identity Diffusion Moratorium Foreclosure Identity Achievement

NO YES

Appendix B Chickering and Reissers (1993) Seven Vectors Seven Vectors 1. Developing competence: There are three different types of competencies that fall under this vector: intellectual, physical, and interpersonal skills. 2. Managing emotions: Having control over and being in touch with ones emotions. 3. Moving through autonomy toward interdependence: Becoming independent but also recognizing the importance of relationships. 4. Developing mature interpersonal relationships: Gaining appreciation for difference and the capacity for intimacy. 5. Establishing identity: Forming a comprehensive sense of self, based on both external factors and internal foundations. 6. Developing purpose: Becoming intentional about life decisions such as vocation, personal interests, and interpersonal relationships. 7. Developing integrity: Balancing ones values with the values of others and matching personal values to ones actions.

Appendix C Josselsons (1996) Womens Ways of Knowing Five epistemological perspectives 1. Silence: rely on external authority because she lacks a voice of her own; words of others often define her sense of self 2. Received Knowledge: feels incapable of creating knowledge; dualistic thinking; feels incapable of original work 3. Subjective Knowledge: internal voice surfaces; values personal experiences for production of knowledge 4. Procedural Knowledge: rely on a combination of intuition and experience; views knowledge as a process 5. Constructed Knowledge: develops a sense of self; integration of objective and subjective knowledge; able to listen to the voices of others without losing voice of self; accepts ambiguity This theory sheds light on the way that women process knowledge and establish an inner voice. Women thrive in supported environments, and student affairs professionals can benefit from awareness of this epistemological framework. As women advance through these perspectives, they become more independent, responsible, and able to view themselves as a knowledge creator. Appendix D Kohlbergs (1971) Theory of Moral Develo pment Level 1: Preconventional o Stage 1: Heteronomous Moralilty - Obeying rules to not be punished o Stage 2: Individualistic, Instrumental Morality - Follow rules if it is in their interest to do so Level 2: Conventional o Stage 3: Interpersonally Normative Morality - Living up to expectations of those to whom one is close o Stage 4: Social System Morality - Social system is made of a consistent set of rules and procedures equally Level 3: Postconventional or Principled o Stage 5: Human Rights and Social Welfare Morality - Rightness of laws are evaluated to promote fundamental human rights and values o Stage 6: Morality of Universalizable, Reversible, and Prescriptive General Ethical Principles - involves equal consideration of the points of view of all individuals in a moral situation

Appendix E Gilligans (1981) Theory of Womens Moral Development Level 1: Orientation to Individual Survival o Focused on self and trying to survive and struggles to define the difference between need and want o Tendency to be isolated o Relationships do not meet expectations, wants and need only are needed to maintain the self First Transition: From Selfishness to Responsibility o Connectivity and Relations with Others o Independence and Selfishness shifts to connection and responsibility o Individual comes to understand the right thing o Idea of responsibility and care are integrated Level 2: Goodness as Self Sacrifice o Defining the self and care for others o Reflection of conventional values o Disequilibrium Second Transition: From Goodness to Truth o Others before self o Needs in relations to responsibility o Struggle to compromise the significance between care and hurt o More elements play into the decision making process (others and own needs) o Needs as truth and responsibility for decisions Level 3: Morality of Nonviolence o Nonviolence as the main focus to determine moral action and decisions o Reformed idea of self and correlates with understanding of morality Respect for self Dissolve of selfishness and responsibility Reconciliation becomes apparent

Appendix F Fowlers (1981) Theory of Faith Development Stage 0 "Primal or Undifferentiated" faith (birth to 2 years) x Early learning of the safety of their environment (i.e. warm, safe and secure vs. hurt, neglect and abuse). If consistent nurture is experienced, one will develop a sense of trust and safety about the universe and the divine. Conversely, negative experiences will cause one to develop distrust with the universe and the divine. Transition to the next stage begins with integration of thought and languages which facilitates the use of symbols in speech and play. Stage 1 "Intuitive-Projective" faith (ages of three to seven) x Psyche's unprotected exposure to the Unconscious, and marked by a relative fluidity of thought patterns. Religion is learned mainly through experiences, stories, images, and the people that one comes in contact with. Stage 2 "Mythic-Literal" faith (mostly in school children) x Have a strong belief in the justice and reciprocity of the universe, and their deities are almost always anthropomorphic. During this time metaphors and symbolic language are often misunderstood and are taken literally. Stage 3 "Synthetic-Conventional" faith (arising in adolescence; aged 12 to adulthood) x Conformity to religious authority and the development of a personal identity. Any conflicts with one's beliefs are ignored at this stage due to the fear of threat from inconsistencies. Stage 4 "Individuative-Reflective" faith (usually mid-twenties to late thirties) x A stage of angst and struggle. The individual takes personal responsibility for his or her beliefs and feelings. As one is able to reflect on one's own beliefs, there is an openness to a new complexity of faith, but this also increases the awareness of conflicts in one's belief. Stage 5 "Conjunctive" faith (mid-life crisis) x Acknowledges paradox and transcendence relating reality behind the symbols of inherited systems. The individual resolves conflicts from previous stages by a complex understanding of a multidimensional, interdependent "truth" that cannot be explained by any particular statement. Stage 6 "Universalizing" faith x What some might call "enlightenment." The individual would treat any person with compassion as he or she views people as from a universal community, and should be treated with universal principles of love and justice.

Appendix G Cross (1995) Model of Psychological Nigrescence Nigrescence is a racial identity process that an individual transforms from a preexisting identity into one that is Afrocentric. The revised model of nigrescence consists of five stages: Preencounter, Encounter, Immersion / Emersion, Internalization and Internalization Commitment. x x x x x Pre Encounter: The individual does not see the importance of race in their life and has more importance on belonging to other groups, such as religion or social class. Encounter: The individual has an actual experience that challenges the current feelings one has about the way in which they view the situation of Black people in America, normally a flagrant racist event. Immersion Emersion: The individual involves themselves so heavily into blackness that they feel as if they have freed themselves from whiteness. Has the belief that anything black is good and all things white are bad. Internalization: stage that the individual learns balance, which is how to be a member of the race and at the same time how to be a member of other groups. Internalization Commitment: Individual has a commitment to some sort of a plan of action and the individual begins to live in harmony with the new self - image that has evolved in them. Appendix H Queer Theory (Abes & Kasch, 2007; Jagose, 1997) Challenges the assumption of stability in the relationship between sex, gender, and sexual desire through a critical framework for questioning and deconstructing normative categories. Displaces tolerance in favor of affirmation, acceptance in favor of intersubjectivity, and normalizing in favor of transformation. Normative sexuality is culturally framed through social practices (behaviors, activities, goals, and priorities of societies) and cultural formations (how cultures place de/valuations on sexuality and gender). Focuses on analyzing the meaning of identity through the intersections of identities and resisting oppressive social constructions of sexual orientation and gender.

x x x x

Appendix I Beemyn and Rankins (2011) Developmental Milestones for Transgender People x x x x Researched gender identities to understand how trans* individuals form and navigate their transitions. Found patterns or milestones that every trans* individual went through. Female-to-male, male-to-female, cross dresser, and gender-queer milestones; differ between each identity. (See attachment) Each timeline ends with having a sense of wholeness and place in society. MTF Milestones Feeling and often expressing a female gender identity from a young age Repressing or hiding these feelings in the face of hostility and/or isolation Learning about and meeting other transsexual women Recognizing oneself as transsexual, rather than a crossdresser Overcoming denial and internalized genderism to accept oneself as female Taking hormones and perhaps having gender confirmation surgeries to look more like self-image Whether and when to tell others, and developing new relationships after disclosure Having a sense of wholeness even if not always able to be seen as a woman CD Milestones Attraction to womens clothes and crossdressing from a young age Buying or obtaining ones own womens clothing Repressing the desire to crossdress and purging clothing because of shame Learning about and meeting other crossdressers Overcoming shame to accept oneself as a crossdresser Crossdressing in public for the first time and adopting a feminine name Whether and when to tell others, and developing new relationships after disclosure Arriving at a comfortable place with crossdressing GQ Milestones Feeling and often expressing a different gender identity from a young age Realizing that genderqueer is a viable identity Deciding how to express oneself as genderqueer Encountering resistance to a nonbinary gender identity/expression Not fitting into transgender or LGBT communities Creating a home within or outside of LGBT/transgender communities

FTM Milestones Feeling and often expressing a male gender identity from a young age Repressing or hiding these feelings in the face of hostility and/or isolation Thinking of oneself as lesbian, but realizing over time it was not a good fit Realizing that there are FTM individuals and that transitioning is possible Learning about and meeting other transsexual men Overcoming denial and internalized genderism to accept oneself as male Taking hormones and having top surgery to look more like selfimage Whether and when to tell others, and developing new relationships after disclosure Having a sense of wholeness as a different kind of man

Appendix J Cass (1979) Gay Identity Development Model 1. Identity Confusion: Could I be gay? o During this stage, students experience their first awareness of gay or lesbian thoughts, feelings and attractions. The student may avoid information about the gay or lesbian community. They may accept, deny or reject their sexual identity. Identity Comparison: Maybe this does apply to me. o At this stage, the student accepts the possibility of being gay or lesbian and examines how it will affect them. They may deal with this change through social alienation. Identity Tolerance: Im not the only one. o During this stage, the student acknowledges their sexual identity and increases their commitment to their identity. They may seek out other lesbian and gay identified students to learn more about the culture or language of the community. Identity Acceptance: I will be okay. o The student is dealing with less inner tension in this stage. They will often try to fit in with the gay and lesbian community more, and become more comfortable being out. Identity Pride: I need to let people know who I am! o At this stage, the student is viewing the world through a binary where gay is good and straight is bad. Identity Synthesis o Here, the student is able to integrate his or her sexual identity with the rest of their identity. His or her sexual identity is no longer his or her primary identity.

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Appendix K DAugellis (1994) Model of Lesbian, Gay, and Bisexual Identity Development 1. Exiting Heterosexual Identity o In the first part of the process, the student will realize his or her feelings or attraction to others are not heterosexual. He or she may tell others they are lesbian or gay Developing a Personal Lesbian/Gay/Bisexual (LGB) Identity Status o The student will begin to challenge internalized ideas about what it means to be LGB. He or she will rely on other members of the community to form ideas of what it means to identify as L/G/B Developing a LGB Social Identity o The student will find a supportive group of people who accept him or her and his or her sexual orientation. Becoming a LGB Offspring o This part of the process involves the student disclosing his or her sexual identity to his or her parents, and redefining that relationship. Building a positive relationship may take time and is possible Developing a LGB Intimacy Status o This development can be complex because there are few LGB cultural role models, meaning each relationship or community will have its own dating norms. Entering a LGB Community o In this final part of the process, the student will begin to commit to social and political action. This part of the process is not always attempted, as it may involve personal risk or sacrifice.

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About the Editor Dr. Jason C. Garvey is an Assistant Professor of Higher Education in the Department of Educational Leadership, Policy, and Technology Studies at the University of Alabama and a Research Associate with Campus Prides Q Research Institute for Higher Education. He received his Ph.D. in College Student Personnel Administration from the University of Maryland with a certificate in Measurement, Statistics, and Evaluation. Jay holds his masters degree in School Psychology from The Ohio State University with a specialization in Sexuality Studies, and his bachelors degree in Educational Studies from the University of Delaware. Prior to his faculty appointment, Jay worked in student services across a variety of functional areas, including academic advising, lesbian, gay, bisexual, transgender, and queer (LGBTQ) student advocacy, undergraduate research, residence life, and assessment. Jays research examines the experiences of diverse individuals in higher education and student affairs primarily through the use of quantitative methodologies, with specific focus on LGBTQ students, faculty, and alumni. His work combines statistical methods with critical/queer epistemological approaches to yield impactful results for practice and policy while maintaining a complex and fluid understanding of social identities and experiences. Most of Jays studies concentrate on issues related to campus and classroom climate, philanthropy and fundraising for higher education alumni, and critical/queer approaches to quantitative methodologies. Jays teaching philosophy emphasizes social justice reflection and action through relationship development and student self-discovery, utilizing technology and assessment purposefully and innovatively. He has taught both graduate and undergraduate courses in student development theory, assessment and evaluation, counseling, research methods, diversity and social justice, and student affairs, among others. Jays national service is primarily within ACPA: College Student Educators International where he currently serves as Director of Education for the Standing Committee for LGBT Awareness and is on the Commission for Professional Preparation Directorate. About the Authors Albert C. Calhoun is a Doctoral Research Assistant in the Office of Student Affairs for the Division of Assessment and Planning at The University of Alabama. He is a fifth year doctoral student in Educational Psychology in the Department of Educational Studies in Psychology, Research Methodology, and Counseling. Maureen Flint is a Graduate Community Director in Housing and Residential Communities at The University of Alabama. She is a second year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies. Katelyn Graham is a Graduate Community Director in Housing and Residential Communities at The University of Alabama. She is a second year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies. Butch Hallmark is a Graduate Assistant for First Year Experience and Parent Programs at The University of Alabama. He is a first year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies.

Gabrielle Hucal is a Graduate Community Director in Housing and Residential Communities at The University of Alabama. She is a first year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies. Shonteria Johnson is a Doctoral Research Assistant for the Higher Education program at The University of Alabama. She is a first year doctoral student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies. Christina Kogat is a Graduate Community Director in Housing and Residential Communities at The University of Alabama. She is a first year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies. Leanne Mallory is a Graduate Community Director in Housing and Residential Communities at The University of Alabama. She is a second year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies. Elizabeth McDonald is a Graduate Community Director in Housing and Residential Communities at The University of Alabama. She is a first year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies. Kelsey Taylor is a Graduate Community Director in Housing and Residential Communities at The University of Alabama. She is a first year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies. John Tilley is a Graduate Community Director in Housing and Residential Communities at The University of Alabama. He is a second year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies. Stephanie Vess is a Graduate Assistant for Graduate Student Services at The University of Alabama. She is a first year masters student in the Higher Education program in the Department of Educational Leadership, Policy, and Technology Studies.

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