Dear White People Belonging Analysis

Chickering 's Theory of the seven vectors of student development emerged from research in the 1950’s and 1960’s (Evans, Forney , Guido-DiBrito, Patton, & Renn, 2010). Since then Chickering and Reisser have revised the vectors and research has been conducted to see how see the vectors apply to different student populations (Evans et al., 2010). To test how relevant the vectors are to today’s college students, I interviewed three female college students, two freshman 18 year olds and a 22 year old senior. Each interview was very different despite being asked the same questions. They revealed that multiple vectors were still applicable to today 's college students.

As the student affairs profession develops, it is important to remain aware of how students and their identities are evolving. Higher education is constantly evolving, which is why it is extremely important to take sexual orientation identity and its influence on student development into account. In this paper, I will explore Fassinger’s (1998) sexual orientation identity model and provide an analysis of the theory. I will also share my findings from three interviews with students who are in different stages of sexual identity formation. Finally, I will address how knowledge of Fassinger’s Model and sexual identity development can inform the work of student affairs educators in creating more inclusive college and university environments.

As you continue to go through each grade, it becomes harder to distinguish yourself from those around you as you are ushered through the cookie cutter of life in order to excel in the world hoping to be prepared for experiences that you may face.Through college, one is presented with the opportunity to reinvent themselves and really discover who they are. I hope to take advantage of this newfound freedom in order to develop who I am as a person as I prepare my self for the obstacles that I will soon face. I believe this step in life will help me break out of my metaphorical cocoon to become more comfortable with who I started out as and who I will become.

College students represent a unique culture that have a multitude of needs that differ from other populations. College for many individuals is an opportunity to express their individualism and experience personal freedom. For many, this is the first time they are away from a structured home life and they are now able to make their own decisions. Now autonomous, they are free from punishment and reprimand from their parents because they are away from home and their actions are hidden by distance. This is an exciting time for the student as they are confronted with many new scenarios. Students are faced with finding new groups to be a part of and discovering ones’ identity becomes a new

Identity and the concept of one's self certainly changes at the emergence of college; best explained through Goffman's DRAMATURGICAL THEORY (Conley 135). Essentially the role one plays significantly changes; one is expected to put on a sort of performance in terms of their actions; we as students dress alike in similar casual attire and sit in oftentimes very crowded and sometimes uncomfortable lecture halls, take notes, and, for the most part, give attention to the lecturer at hand. These actions allow for us as college students to maintain a good FACE VALUE (137), which is the opinion and esteem which other students and professors then deem high when one follows the social norm to an acceptable degree, and, essentially, becomes likable due

The seven vectors of Chickering theory of Identity Development is based on the concept that incoming freshman go through several stages that has a impact on their college experience and personal identity. As a student mature they also go through the phase pedagogy to andragogy. Pedagogy and Andragogy is the transition from what you will be taught depends directly from the teacher to being motivated to be in control of what you learn. Going through this transition it is important to have effective professors and leaders to help guide the individual to grasp their full potential. In this paper I have chosen to literate on the vectors Establishing identity and Developing a purpose.

Therefore, all these factors are crucial in the process of identity development which occurs as the individual answers questions such as “Who am I? Where am I headed? and What is the meaning of my life? (Newman & Newman, 2012, p.389).” The psychosocial crisis faced during these years is achieving individual identity versus identity confusion. Thus, the individual most pull together the many components of the self into a unified image that can push the person in the direction of positive and significant feats (Newman & Newman, 2012, p.412.) Moreover, a sense of identity provides a deep sense of ideological commitment and allows the individual to know his or her place in the world (Sokol, 2009, p.142). In contrast, identity confusion stems from the individual’s inability to make commitments to any single view of him/herself. He/she may be unable to integrate the several roles they play and may lack confidence in their ability to make meaningful decisions (Newman & Newman, 2012,

“After all, a college campus is full of people investing a sense of “us” and a sense of “them,” school spirit is important because it gives us a sense of belonging and being a part of something bigger,” (David Berreby). David is convinced that there is a structure of belonging in an individual state of self-actualization. He feels that

Cultural perspective suggests that many first generation students “stumble upon” challenges when they get to college that make it difficult for them to take advantage of their opportunity to adjust to the campus, to learn, or to develop personally (Fulwood, (2012). These student’s backgrounds, perceptions of the unfamiliar environment and their established norms and values often clash. Taken mutually, these conditions influence satisfaction and the extent to which students take part in purposeful activities (Kuh et al. 2006). In many cases, like Billy Evans, these students may simply be ignorant of what is necessary to survive and thrive on a college campus. However, more than likely there exists a cultural factor related to that

I believe there are several factors that contribute to a successful college experience for students. From a historical perspective, for many students, this is their first-time away from home, away from parent’s ideas and beliefs, which can result in an identity crisis. In my own personal experiences, it does not matter what race, ethnicity, religion, age or sexual orientation a student identifies with because each of us are seeking an environment that fosters personal growth and development. In simpler terms, we are all looking for a sense of belonging where we feel safe and supported.

For many, college is one of the most existentially demanding periods of their lives. The pressure to choose a career, live independently and navigate social demands can leave students questioning who they are, the meaning of life, and if college itself has meaning. Despite its cultural association with freedom, college can lead to feelings of entrapment and powerlessness. These feelings can arise from physical restrictions, such as living in crowded dorm rooms, course and major requirements, the burden of student loans, juggling school and work, and the need to select a career path upon entry to college. At a time when questions of identity are at the forefront, these burdens are often one too many, and students, especially those who struggle

The Role of Social Class in the Formation of Identity: A Study of Public and Elite Private College Students

Identity development is a critical component of the college experience as students transition from having strong influence from friends, family, and high school expectations to having the autonomy to make decisions on their own. Many students adopt their values from these relationships, but are challenged when they witness the diverse culture on a college campus. In order to further examine the cognitive dissonance, two articles will be presented, highlighting examples of typical traditional values seen on college campuses. These examples will also be accompanied by detailed descriptions depicting the relationship to theories in the field of student affairs.

The focus of the investigation was to determine if an individual’s sense of identity could be interpreted as a “difference variable” (Lounsbury, et. al., 2005, p. 501) that could be measured within a range of low to high. The author’s identified that up until this point much of the research in this area approached identity as a “categorical variable at the nominal level of measurement”(Lounsbury et al., 2005, p. 502). Secondly they identified that in prior research GPA was not measured and evaluated on its impact on student’s sense of identity.

The transition from high school to college is one of the first major changes in life. High school graduates leave home to start a new chapter while discovering their potential. With this comes individualism, which “refers to the strength of the ties people have to others within the community” (“Hofstede's cultural dimensions,” 2016). In high school, students are surrounded by kids they grow up with in a community they know well. Kids commonly have strong ties with childhood friends, family, neighbors, or kids at school; they were often born into these relationships. On the other hand, college students have to make a bigger effort to build personal