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Jessica Avila-Cuevas
The role of a student affairs professional is essential in the development of the student. If
it were not for literature on student development theories, practitioners would not have an
understanding of the lived experiences students have prior, during, and after college. Moreover,
it is best to utilize student development theories to inform our practice than the anecdotal
experiences we gather in our professional settings. After reflecting on my role in the profession,
this paper will provide an overall history of student development theory. I will address how
practitioners can utilize theory into practice when applying some of the theories we discussed in
my Student Development Theory class. Additionally, I will tackle a few topics for which I
consider areas of focus within social identity development that have greatly impacted my
recommendations that student affairs scholars should consider when serving students in this
profession.
In my opinion, the student affairs profession is a multifaceted field that ultimately brings
people towards one purpose – to better serve students in a college setting. Many people in the
assess our practice without actually measuring it and not utilizing literature to understand how
we can better serve our students. I have been in the higher education field for over five years in
college admissions. While in my tenure, I can attest that there were moments where I did not
know how to best serve my students as I did not have a theoretical foundation to justify my
practice. Furthermore, I had the preconceived notion that student development theory would
only apply to college students and not to the prospective students I serve in my function area of
APPLYING STUDENT DEVELOPMENT THEORY 3
college admissions. However, the Student Development in Higher Education course exemplified
the varied theories and frameworks that can support how we better utilize our practice to
different student populations from their adolescent to early adult years. Therefore, it is best to
utilize literature to inform our practice than the anecdotal experiences we gathered in the
profession. This course has been instrumental in my learning and development as a professional
in higher education. The course readings and discussions have helped me to get a grasp of how
my role can be best utilized when serving students at any setting in higher education.
I did not come to the realization that student affairs professionals began to question what
their role was at an institution of higher learning until after World War I when colleges and
universities noticed an increase on enrollment (Patton, Renn, Guido, & Quaye, 2016).
Essentially, the goal of a student affairs practitioner shifted in order to support the development
of the holistic student and advance the mission of the institution. The Student Personnel Point of
View (SPPV) is a report that was published in 1937 that recognized student affairs professionals
to “guide the ‘whole student’ to reach their potential and contribute to society’s betterment”
(Patton, et al., 2016, p. 10). This resulted in redefining the role in which higher education plays
to the student experience. The SPPV still brings truth to today and how institutions of higher
According to Patton et al. (2016), the evolution of student development theory is defined
as a body of knowledge in which is broken down into three waves. Jones and Stewart (2016)
further explain how higher education has been transformed through such waves. The first wave
was centered on student services where the majority were all white men from affluent
backgrounds. The second wave had a focus on student development and the realization
APPLYING STUDENT DEVELOPMENT THEORY 4
that identities were socially constructed. The third wave, which is where higher education and
student affairs are currently situated, emphasizes student learning and critiques the ideology
derived from the first and second waves. Jones and Stewart (2016) concluded that:
directing our theorizing toward liberatory and healing ends. This has always been the
contexts, and continues in the promise of third wave perspectives. (p. 25)
Understanding the history of student development theory is crucial as it can help us get an idea
how far scholars have gone. Moreover, it can help us critique or rectify research toward new
After learning about some of the student development theories, the class concluded that
no one uses one theory or theorist, as we each take a little bit of everything to create and/or
develop our own model to understand students’ needs. When we create an environment for
student inclusivity, we could then assess ourselves on a personal and on an institutional level. As
Coomes (1994) states, “the use of core concepts of student development can provide a useful
guide for the formulation, implementation, and analysis of campus policy” (p. 436). We need to
remind ourselves why our roles matter in our varied function areas and how we can apply student
development theory into our practice. For this reason, practitioners can utilize one or more
theories and frameworks to better inform our practice. I will discuss some of the theories that
In order to understand students’ development and how they see their own development at
can speak toward examining “the important issues people face as their lives progress, such as
how to define themselves and their relations with others, and what to do with their lives” (Patton
et al., 2016, p. 287). It is essential for student affairs professionals to have an understanding of
the changes in development students have in their adolescent to early adult lives.
Chickering’s Seven Vectors. Chickering and Reisser (1993) proposed seven vectors of
development in which students may experience through the course of their college lives. As a
college admissions counselor, who is helping prospective college students in the college process,
I witness the development of the student during their senior year of high school. It is my role to
guide them through the emotional process, whether if they are excited to attend the institution or
discouraged because they didn’t receive a scholarship. One of the vectors that truly resonates to
this particular process is Managing Emotion. Chickering and Reisser (1993) explain the second
vector as:
Some students come with the faucets of emotional expression wide open, and their task is
to develop flexible controls. Others have yet to open the tap. Their challenge is to get in
touch with the full range and variety of feelings and to learn to exercise self-regulation
rather than repression. As self-control and self-expression come into balance, awareness
This is a vital tool when working with any student, whether if I meet them in the recruitment
process or see them at orientation. As student affairs professionals, we are equipped with
knowledge and theories to help students “recognize and accept emotions, as well as appropriately
APPLYING STUDENT DEVELOPMENT THEORY 6
express and control them” (Patton et al., 2016, p. 298) no matter what the circumstances are in
Self-Authorship
make meaning of the world and their lives around it (Patton et al., 2016). This theory is widely
used in order to see the process of student development and how students can be the author of
their own lives. Hence, Baxter Magolda (1998) defines self-authorship as the internal capacity to
define one’s beliefs, identity, and social relations and answers the three following questions:
How do I know? Who Am I? How do I want to construct relationships with others? Through
these questions, students would make meaning of their lives. Although I do not work directly
with current college students, I must be aware about the importance of how students’ journeys
may be affected on a college setting. Patton et al. (2016) further explain that:
Baxter Magolda (2002) stressed the need for students and educators to work together to
develop student self-authorship, demonstrating respect for each other and actively sharing
ideas and viewpoints. Opportunities for self-reflection in these settings also assist
students in becoming clearer about what they know, why they hold the beliefs they do,
As students encounter various phases of Baxter Magolda’s self-authorship theory, they will be
able to define their own beliefs and acceptance of who they are. In order to develop a strong
internal foundation, students need to trust the internal voice and build an internal foundation
(Patton et al., 2016). As I think about the students I may serve outside my function area within
student affairs, I must be aware that they come from various degrees of their beliefs, identity, and
APPLYING STUDENT DEVELOPMENT THEORY 7
social relations. However, the context that they are in (college), may be redefined toward being
Patton et al. (2016) define social identity development as “the process by which people
come to understand their social identities (ethnicity, race, gender, sexual orientation, and others)
and how these identities affect other aspects of their lives” (p. 67). Recent literature posits how
such social identities are making meaning based on an array of contexts (Patton et al., 2016).
Abes, Jones, and McEwen (2007) discussed how Reconceptual Model of Multiple Dimensions of
Identity (RMMDI) can capture the complexity related to social identity. Making meaning
“provides a richer portrayal of not only what relationships students perceive among their
personal and social identities, but also how they come to perceive them as they do” (Abes, Jones,
& McEwen, 2007, p. 13). The following areas of social identity development are those that I
find most salient, such as ethnic and racial identity, while others, such as trans* and ability
status, are areas of growth toward my understanding of the saliency students may bring on a
college campus. The following topics will not only provide identity development models, but
ways in which student development theory is approached through the lens of such models.
While some scholars defend the interchange of racial and ethnic identity, others consider
that either identities are related, but are different constructs (Patton et al., 2016). Both are
socially constructed, but are different as to how students may identify themselves. It is crucial
for student affairs professionals to understand the varied degrees in which students may identify
themselves as when it comes to racial and ethnic identity development. Tatum (2017) describes
how racial-ethnic-cultural identity development (REC) is cyclical “like a spiral staircase: as you
APPLYING STUDENT DEVELOPMENT THEORY 8
proceed up each level, you have a sense that you have passed this way before, but you are not in
exactly the same spot” (p.174). I will describe ethnic and racial identity development separately,
as I consider them to be their own respective entity. Due to my experiences as a Latinx woman,
my ethnicity is more present while race is considered secondary (Patton et al., 2016). Thus, I
Ethnic identity development. According to Patton et al. (2016), “ethnicity means a pattern of
culture, traditions, customs, and norms unique to, but also shared within, an ethnic community”
(p. 130). Students who arrive to college carry on their ethnic roots, where levels of dissonance
may present themselves as students attend a dominated culture different from what they know.
Torres and Hernandez’s (2007) study sought to investigate the role of ethnic identity on the
experiences students had on college campuses. Although ethnic identity is important there is a
reason why Patton et al. (2016) integrated the concept of acculturation into the ethnic identity
a result of contact with, and desired or undesired adaptation to, the dominant culture” (Patton et
al., 2016, p. 132). I can attest that through my experience at a Predominately White Institution
(PWI), my culture and heritage was not celebrated nor acknowledged, where I did not have the
opportunity to express my ethnic identity. This ultimately led into isolation and conformation to
the dominate culture. At each institution, there may be a different dominate culture on campus,
depending on the student population of the university (Patton et al., 2016). It is essential for
student affairs professionals to consider ways in which students can celebrate their unique ethnic
roots. This can be done through programming, campus organizations and institutional policies
Racial identity development. Student affairs professionals must understand that every student
comes into our campus with varying degrees of racial development and experiences. Atkinson,
Morten, and Sue’s racial and cultural identity development (RCID) serves as a foundation for
understanding the stages and orientations – conformity, dissonance, resistance and immersion,
theories (Patton et al., 2016). For PWIs, students may encounter a new awareness than what they
knew of at home. Tatum (2017) discusses that “an individual begins to grapple with what it
means to be a member of a group targeted by racism” (p. 135). Ultimately, student affairs
professionals must have an understanding that the process of identity development can help all of
us build bridges across lines of difference. Therefore, we must be ready to have conversations
and provide spaces for students to discuss their development with race and other intersectional
identities.
Gender Identity
According to the World Health Organization, gender is “the socially constructed roles,
behaviours, activities, and attributes that a given society considers appropriate for men and
women” (as cited in Patton et al., 2016, p. 175). Furthermore, Patton et al. (2016) explain that
gender identity development begins in early childhood and then intensifies in early adolescence
before students attend college. However, college is also a context in which students can explore
their understanding of gender roles (Patton et al., 2016). Hence, one can infer that gender
identity is an ongoing process. The following are two concepts of gender identity that are areas
forces. Masculinity is influenced by the social interactions, social structures, and social contexts
APPLYING STUDENT DEVELOPMENT THEORY 10
that produces and reinforces normative expectations of masculine behavior (Harris, 2010). We
understand that gender is socially constructed, and we can infer that so is masculinity. At birth,
we are assigned a gender based on our biological sex (Patton et al., 2016) and in the topic of
masculinity, males have been assigned a specific gender by parents or their kin. Ultimately,
society perpetuates it more based on gender norms and the socialization of what it takes to be a
man. This can cause levels of “masking” masculinity, where men have to perform a certain way
in order to fit society’s expectations even if they recognize the consequences for wearing such
mask (Edwards & Jones, 2009). Ultimately, putting on this “mask” covers the true sense of self.
essence of gender identity development. Patten et al. (2016) argue that colleges can serve as a
context for students to explore their gender identity, it is important to understand the implications
that higher education professionals should consider when providing an environment where
students can reassess and explore their gender identity. Although traditional gender roles and
expectations continue to play a central role in the lives of undergraduate students that is
2016), applying theory to practice is essential when intervening the masking of masculinity.
Trans* identity. Like most of our culture, higher education is very binary and genderized. It is
not the physical spaces, such as bathrooms, but student organizations, programming, and
curriculum that perpetuates oppression amongst trans* students. Patton et al. (2016) state that
“trans* students may find college a place for identity exploration or for expression of a gender
identity that they had not previously named or expressed publicly” (p. 180). My profession
presumes that students belong at a certain binary, such as when they complete an application for
admission. The college application, where the institution I work for, requires for students to
APPLYING STUDENT DEVELOPMENT THEORY 11
answer whether if they are female or male. Nicolazzo (2017) defines this to be gender-binary
discourse, which is the overarching discourse that pervades institutions of higher education
toward a gender binary. Ultimately, this approach is presented overtly or covertly on college
campuses and can create isolation and a hostile environment to trans* students (Nicolazzo,
2017). It is essential that institutions of higher education implement policies that may not hinder
College is an ample time for students to explore their sexuality and gender and it is the
role of student affairs professionals to make sure that there is a space for these students on
campus. We have to be aware that these students have probably known this identity their entire
lives, but the consciousness of the identity is what throws these students into uncertainty.
(Patton et al., 2016). Our goal as student affairs professionals is to listen and guide students so
Ability Status
The research of college students with disabilities has changed throughout time just as
scholars develop and/or conceptualize theories on how the historical construction of disability
moves within higher education (Patton et al., 2016). Disability has been historically
conceptualized through a medical model, however there has recently been a move that disability
is a function of the social and physical environment rather than being characterized within the
person (Patton et al., 2016). This attests that disability is socially constructed based on an ableist
point of view in which that examined characteristics and experiences of students with disabilities
without meaningful interrogation into systemic, institutional, and structural inequities and
Higher education practitioners utilize a deficit model when approaching and assuming
ability status. We tend to think of disability as an abnormality and deficiency rather than
acknowledging it as normative (Peña, Stapleton, & Schaffer, 2016). This can trigger a harmful
experience for students with disabilities on college campuses since we see the saliency within
their disability rather than other attributes. Moreover, we tend to focus on just their disability
and not the intersectionality between their disability and other marginalized identities. “When it
comes to disability, there is a tendency to isolate the identity and oppression, and not fully
2016, p. 90). If higher education practitioners do not understand the complex ways in which
intersectionality come into play between disability and other identities, then we are constructing
an ableist approach in our practice and we are not fully serving the student toward their needs.
Much of the literature that was presented in class state that there is still work to be done
with regard to the research on student development theory. There are still limitations for student
Must challenge themselves and their colleagues to test, refine, and extend that knowledge
development theory critically and seek opportunities to add to the information that
already exists about how students change and grow during the college years. (p. 380)
Previous and recent literature of student development assumes that college students are
traditionally aged and recently out of high school. However, through my professional lens in
education. These student populations range in different demographics and lived experiences that
may be hard for student affairs professionals to gauge on the recent literature that we know
exists. Therefore, it is essential to continue with this third wave or create a fourth wave of
The following are recommendations that Patton et al. (2016) provide to student affairs
professionals and those who are in higher education programs. Researchers should also put these
• Educators must consider development in a more holistic and less linear manner
• Examine development through a lens of privilege, power, and oppression
• Examine development independent of dominant culture models
• Give appropriate attention to underrepresented groups
• Consider development across the lifespan
• Conduct more longitudinal research to examine development over time
• Consider the impact of the environment on development
• Generate better methods to assess development
• Design interventions attuned to specific environments
• Make assessment and evaluation a part of developmental intervention
• Encourage the use of theory in educational practice and awareness of theoretical
complexities
• Take an inclusive evolutionary approach to theory
• Acknowledge contextual influences on the development trajectory
• Acknowledge the whole of students’ development
Final Thoughts
This paper provided an overall history of student development theory. It addressed how
practitioners can utilize theory into practice when applying some of the theories we discussed in
my Student Development Theory class. Additionally, I touched on a few topics for which I
consider areas of focus within social identity development that have greatly impacted my
recommendations that student affairs scholars and practitioners should consider when serving
course has helped me advance from what I have already practiced in the field, yet it will allow
me to have some sort of foundation to determine how well I am doing in my job by utilizing the
literature we read and discussed in class. Taking Student Development in Higher Education was
beneficial for me and will allow me to progress in my career by understanding how to better
serve students in the college setting. Thus, I am hopeful that I will apply such knowledge into
References
Abes, E., Jones, S., McEwen, M. (2007). Reconceptualizing the model of multiple dimensions of
American Council on Education. (1937). The student personnel point of view. (American
Coomes, M. (1994). Using student development to guide institutional policy. Journal of College
Davis, T. (2002). Voices of gender role conflict: The social construction of college men’s
Edwards, K. & Jones, S. (2009). “Putting my man face on”: A Grounded theory of college men’s
Jones, S., & Stewart, D. (2016) Evolution of student development theory. In Abes, E. (Eds.).
New directions for student services: No. 154. (pp. 135-165). San Francisco: Jossey-Bass
Magolda, B.M. (1998). Developing self-authorship in young adult life. Journal of College
Ortiz, A., & Rhoads, R. (2000). Deconstructing whiteness as part of a multicultural educational
framework: From theory to practice. Journal of College Student Development, 41 (1), 81-
93
APPLYING STUDENT DEVELOPMENT THEORY 16
Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college:
theory, research, and practice (3rd ed.). San Francisco, CA: Jossey-Bass.
journals of higher education. Jour Journal of College Student Development, 55 (1), 30-40
Peña, E. V., Stapleton, L., & Schaffer, L. (2016). Critical perspectives on disability identity. In
Abes, E. (Eds.). New directions for student services: No. 154. (pp. 85- 96). San
Francisco: Jossey-Bass.
Tatum, B. D. (2017). Why are all the black kids sitting together in the cafeteria? And other