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HGED 676: Student Development Theory II1 “The great aim of education is not knowledge, but action” ~ Herbert Spencer

Spring 2013 | Lago N102 | Tuesday & Thursday, 2:10-5:00 pm

Accommodations Students with (dis)abilities that may affect participation in this course are invited to contact the Student Disability Resources (SDR) office, located in Student Services Building, Room 1076. The phone number is 515.294.7220. Additionally, students are encouraged to speak with the instructor so that every plausible effort can be made to arrange appropriate accommodations.

Course Objective, Organization, & Content This is a topical discussion based course concerned with social identity development theory. A stated goal of the student affairs profession is to maximize student learning through the facilitation of the many aspects of personal and interpersonal development. To accomplish this goal, student affairs professionals must have a clear understanding of the developmental issues facing students and the process by which development occurs. They must also be aware of factors that effect development and be able to work with individuals, groups, and organizations within the diverse campus community to establish environments conducive to the development of students from a variety of backgrounds. Knowledge of theories of social identity development and the application of principles of social justice in college settings will assist student affairs professionals in accomplishing these goals. This course is organized around concepts of individual level social identity theories and systemic level theories of intersectionality, privilege, and power. Each week the class will be engaged in activities and discussion about particular individual-level identity theories (race, ethnicity, gender, sexual orientation, class, ability, spirituality) with particular attention paid to how these identities intersect and the social and systemic implications of identity.

Class Expectations & Policies

Class will start promptly at 2:10 p.m. You are expected to be in your seat and ready to begin class at this time. Arriving late to class is disruptive and disrespectful to your classmates and instructor(s). If a prior commitment will affect your ability to arrive on time, please notify the instructor prior to class. Class participation is an expectation of all of us. Given that participation and engagement are crucial to the success of this course, you are expected to refrain from the use of cell phones and laptops in class. The use of cell phones, particularly text messaging is inappropriate and disruptive. If your work or personal situations require you to be “on call” please turn the ringer off and leave the room to take a call. Please be cognizant that 1 This is a working syllabus and as such is subject to change at the discretion of the instructor. If possible, advance notice of any changes made will be provided.

the vibrate function on your phone can disrupt the class discussion as well. Laptops should only be used for class purposes. If you are suspected of using your laptop for any purpose other than class (e.g. email, web surfing, Facebook), you will be asked to put the laptop away. If this becomes a persistent problem, the privilege of using laptops during class will be denied to all. No incompletes will be given in this class except for major emergencies (e.g., hospitalization) and only after consultation with the instructor. Incompletes will not be granted simply because more time is desired to complete the assignments. If you must hand in work late for a legitimate reason (e.g., personal illness, family illness) you must contact the instructor (not the TA) to discuss the situation prior to the date the assignment is due. No points will be awarded for late assignments without prior permission. If you must miss class for a legitimate reason (e.g., illness, family emergencies, work emergencies, court appearances, conferences), please contact the instructor to discuss the situation prior to class. Absences not cleared with the instructor will be considered unexcused. No more than two excused absences will be granted. All students will be expected to live up to their expectations as members of a community of scholars and scholar-practitioners. As scholars, academic dishonesty of any kind cannot and will not be tolerated. Please refer to the Graduate Student Handbook regarding academic integrity and honesty. The APA Publication Manual also contains useful information. The instructor is willing to answer any questions or clarify any concerns (although this must be done before turning in any written work or classroom presentations). All written assignments are expected to conform to the guidelines and reference formats specified in the Publication Manual of the American Psychological Association (6th ed.). All work must be word processed, double-spaced, using 12-point font and one inch, left-justified margins unless otherwise specified. Please staple your papers in the upper left-hand corner. Written assignments will be evaluated on content as well as the technical quality of the writing. All written assignments should be carefully proofread for spelling, grammar, and syntax. Using each other as resources for proofing papers is a good idea. Teaching assistants may be available to review materials and provide content and technical writing feedback. Rewrites will not be accepted unless otherwise stated. It is your responsibility to ensure that the technical aspects of your paper represent your best work. You are responsible for completing any required readings in advance of the designated class session. Reading groups are encouraged. Whether you choose to form reading groups or not, all students will be expected to be active and contributing participants to the class discussions. Class discussions and activities will focus on critique and application of the assigned material, not necessarily review of material in the reading. We will uncover significant, thought-provoking, and critical issues with regard to social identities, student experiences, intersectionality, and social justice. As a caveat, please be mindful that this course is designed to provide breadth around these issues and should not serve as your sole effort toward depth and better understanding the various topics discussed. You will be expected to contribute actively and positively to the class discussion. Actively engaging in discussion about ideas and concepts is one means of learning new material and considering your position with regard to those ideas and concepts. Participation in the class is designed to help you develop your verbal and listening skills by encouraging active involvement in the learning process. Participation does not equate to

dominating the conversation for talking sake (in fact, talking for the sake of talking often detracts from one's participation). The following are examples of positive participation:

• contributing interesting, insightful comments; presenting good examples of concepts being discussed; building on the comments of others; raising good questions; being sensitive to your level of participation and making attempts to increase or decrease it if necessary; refraining from participation in private conversations; using appropriate language and behavior that is affirming; being aware of and sensitive to the emotional impact of your statements; listening and responding appropriately to others' comments; attending all class meetings; being on time and remaining for the duration of class

Course Competencies

In accordance with the ACPA and NASPA Professional Competency Areas, this course is meant to offer content related to the following areas: Student Learning and Development

1. Articulate theories and models that describe the development of college students and the conditions and practices that facilitate holistic development.

2. Articulate how differences of race, ethnicity, nationality, class, gender, age, sexual orientation, gender identity, disability, and religious belief can influence development during the college years.

3. Identify and define types of theories (e.g., learning, psychosocial and identity development, cognitive- structural, typological, and environmental).

4. Identify the limitations in applying existing theories and models to varying student demographic groups. 5. Articulate one’s own developmental journey and identify one’s own informal theories of student

development and learning (also called “theories-in-use”) and how they can be informed by formal theories to enhance work with students.

6. Utilize theory-to-practice models to inform individual or unit practice. (Intermediate) 7. Identify and take advantage of opportunities for curriculum and program development and construct,

where appropriate, in order to encourage continual learning and developmental growth. (Intermediate) Equity, Diversity, and Inclusion

1. Integrate cultural knowledge with specific and relevant diverse issues on campus. 2. Assess and address one’s own awareness of EDI, and articulate one’s own differences and similarities

with others. 3. Demonstrate personal skills associated with EDI by participating in activities that challenge one’s

beliefs. 4. Interact with diverse individuals and implement programs, services, and activities that reflect an

understanding and appreciation of cultural and human differences. 5. Recognize the intersectionality of diverse identities possessed by an individual. 6. Recognize social systems and their influence on people of diverse backgrounds. 7. Articulate a foundational understanding of social justice and the role of higher education, the institution,

the department, the unit, and the individual in furthering its goals. 8. Demonstrate fair treatment to all individuals and change aspects of the environment that do not promote

fair treatment. Personal Foundations

1. Identify key elements of one’s set of personal beliefs and commitments (e.g., values, morals, goals, desires, self-definitions), as well as the source of each (e.g., self, peers, family, or one or more larger communities).

2. Describe the importance of one’s professional and personal life to self, and recognize the intersection of each.

3. Articulate awareness and understanding of one’s attitudes, values, beliefs, assumptions, biases, and identity as it impacts one’s work with others; and take responsibility to develop personal cultural skills by participating in activities that challenge one’s beliefs.

4. Recognize the importance of reflection in personal and professional development. Advising and Helping

1. Exhibit active listening skills (e.g., appropriately establishing interpersonal contact, paraphrasing, perception checking, summarizing, questioning, encouraging, avoid interrupting, clarifying).

2. Establish rapport with students, groups, colleagues, and others. 3. Facilitate reflection to make meaning from experience. 4. Understand and use appropriate nonverbal communication 5. Challenge and encourage students and colleagues effectively. 6. Recognize the strengths and limitations of one’s own worldview on communication with others (e.g.,

how terminology could either liberate or constrain others with different gender identities, sexual orientations, abilities, cultural backgrounds).

History, Philosophy, and Values 1. Demonstrate empathy and compassion for student needs.

Learning Artifacts & Evaluation

Point values will be assigned to each learning artifact based on the following maximum values: 1. Reflective Self-Analysis Paper 15 points 2. Identity Theory Analysis Paper 20 points 3. Reflection Circle 15 points 4. Identity Project 50 points

• Reflective Journal (15 points) • Final Journal Entry (25 points) • Class Presentation (10 points)

Total Points 100 points Final grades will be given in the form of letter grades; the following numerical values will be used: 100-95 = A 94-91 = A- 90-88 = B+ 87-85 = B 84-81 = B- 80-78 = C+ 77-75 = C 74-71 = C- Below 71 = F An F = 0 will be awarded for any assignment not completed.

Learning Artifact Descriptions Reflective Self-Analysis Paper Rationale: Exploring aspects of your own identity and factors that have contributed to how you see yourself is a beginning step in making sense of theoretical concepts that will be explored throughout the semester. Examining your own identity can also help to sensitize you to the role of various components of identity in the

lives of others and the role that your own identity plays in your interactions with individuals who are different from you or seemingly similar. Competencies: Student Learning and Development (5); Equity, Diversity, and Inclusion (2); Personal Foundations (1, 2, 3) Assignment: Students should complete a 6-8 page paper assessing their own identity development. In this paper consider the following questions:

• What aspects of your social identity are most important to you? Why? • How have aspects of your identity influenced how you present yourself to others? • How have aspects of your identity influenced decisions you have made? • How have aspects of your identity influenced how you lead your life? • How have aspects of your identity influenced how others have perceived you? • What factors have influenced the development of your identity? • How has your identity evolved over the course of your life? • What areas of your identity need further exploration?

Evaluative criteria: Papers will be evaluated on your ability to insightfully and concisely respond to the questions, and the technical quality of your writing.

Identity Theory Analysis Paper Rationale: Much can be learned about identity from reading essays written by members of various populations. Reflecting on such literature in relation to the various theoretical concepts and approaches we will be studying this semester can deepen our understanding of the issues and experiences individuals face as they interact with others. Competencies: Student Learning and Development (1, 2, 4, 6, 7) Assignment: Students will select one of the biographical essays from the list provided and write a short analytical reflection paper (4-6 pages, not counting cover page or references) about what they have learned about identity from the essay. In the analytical reflection, students should relate the content of the essay to specific theoretical concepts that seem relevant from assigned reading (citations and a reference page required). Also, students should discuss how they might use what they have learned from the essay and analysis in their work with students. Evaluative criteria: Papers will be evaluated on the clarity of your insights concerning the essay as well as your ability to use theoretical concepts to analyze the essay and your ability to make connections to student affairs practice. Thoughtful analysis, synthesis, and application are expected. The technical quality of writing will also be considered.

Reflection Circle Rationale: Often in class, there is little opportunity to reflect on the topic being discussed or to share your feelings or reactions to the class discussion or to the reading material. Such reflection is important if learning is

to occur. It is also helpful for the instructor to know how students perceive the class and for students to receive feedback from the instructor on their perceptions. Competencies: Student Learning and Development (5); Equity, Diversity, and Inclusion (1, 2, 3, 5, 8); Personal Foundations (1, 2, 3, 4); Advising and Helping (1, 2, 3, 4, 5, 6); History, Philosophy, and Values (1) Assignment: Students will participate in a weekly session (outside of class time) with their assigned reflection circle (RC) over the course of the semester. Students will meet to process, discuss, and reflect upon the topics addressed in class and reading materials. Each student should maintain a reflection circle journal in which weekly entries should be made. Throughout the semester, RC journals will be collected randomly. It is the responsibility of the group to ensure that you meet. Evaluative criteria: Reflection circle members will have the opportunity to evaluate their group members. Additionally, journals will be evaluated on student’s ability to address the following prompts:

• What was your overall reaction to this class and why; • What did you learn about yourself during the class session; • What feelings arose for you during class discussion and what triggered them; • What behaviors did you, the instructors or fellow classmates demonstrate that you found distracting,

confusing, challenging, engaging; • What concepts, if any, did you have trouble understanding or applying; • What enduring questions do you have; • How would you incorporate this material into your practice?

Identity Project Rationale: Theory only becomes meaningful within the context of the lives of living people. This assignment provides the opportunity for students to learn out about the social identity development of students as they experience it and to compare students’ perceptions and experiences with aspects of the theories they are studying. Moreover, this assignment will help to enhance interpersonal skills and learn the value of one-on-one interactions with students. Competencies: Student Learning and Development (1, 2, 4, 5, 6, 7); Equity, Diversity, and Inclusion (1, 2, 3, 5, 6, 7, 8); Personal Foundations (1, 2, 3, 4); Advising and Helping (1, 2, 3, 4, 5, 6); History, Philosophy, and Values (1) Assignment: This assignment involves three parts, (1) interviewing a student, (2) journaling, and (3) a presentation. Part I: Students should identify one (1) undergraduate student who is willing to participate in multiple interview interactions with you throughout the semester. You will meet with the selected students regularly (no less than 7 times) to discuss their identity experiences. You will have the opportunity to learn how students are making meaning of multiple aspects of their identities, particularly given that we cover a wide spectrum of social identities. After reading the theoretical material related to the various social identities, you should generate interview questions to pose during your meetings.

Part II: You will prepare an ongoing journal to record your experiences and reflections regarding your interviews. Entries should represent your reflections prior to your first interview, after completing each of your interviews, and prior to your presentation. It is important to maintain your journals. The instructors will request that the journals be submitted at various points during the semester to assess your progress. All entries should be typed and dated, and when turned in contained within one single document (with the exception of the final entry-see below). Part III: Students will give a 20-minute presentation on their identity project. You will tell us about your student, share your theoretically-informed interview findings with the class, describe your overall experiences with completing this project, key learning moments and your assessment of how you will use what you learned to inform student affairs practice. You should also be prepared to respond to questions from the class. Evaluative criteria: Journals will be evaluated on the basis of your ability to identify emergent themes in your student’s experiences, accurately describe and use theory, and reflect upon your own learning in the process. Thoughtful analysis, synthesis, and integration are expected. The technical quality of your writing will also be considered heavily in the final journal entry. The class presentation will be evaluated on the student’s ability to analyze findings from your interviews using the theoretical concepts you have studied and to assess and articulate your own learning as a result of completing this project. Organization and clarity of presentation will also be considered.

Course Schedule & Readings Week & Date Topic Learning Artifact Due 1 – Jan 15/17 Intro 2 – Jan 22/24 Social Justice/Privilege/Oppression/

MDI/Intersectionality

3 – Jan 29/31 Spirituality/Faith/Religion Reflective Analysis Paper 4 – Feb 5/7 Class 5 – Feb 12/14 Ability 6 – Feb 19/21 Gender Identity 7 – Feb 26/28 Sexual Identity (I-DAYS) 8 – Mar 5/7 Classes Recessed (ACPA) Identity Theory Analysis I 9 – Mar 12/14 Race/Ethnicity 10 – Mar 19/21 Classes Recessed (NASPA/Spring Break) 11 – Mar 26/28 Race/Ethnicity 12 – Apr 2/4 Race/Ethnicity 13 – Apr 9/11 Race/Ethnicity 14 – Apr 16/18 Race/Ethnicity 15 – Apr 23/25 Ally Presentations | Identity Theory

Analysis II 16 – Apr 30/ May 2

“Dead Week” Presentations | Final Journal Entry

17 – May 7/9 Finals Presentations The required books for this course are: 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: Jossey-Bass. APA. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author. Week 1 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: Jossey-Bass. (Part Four – Social Identity, pp. 227-231) (4p) Manning, K. (May/June, 2009). Philosophical underpinnings of student affairs work on

difference. About Campus, 14(2), 11-17. (6p) Nash, R. (2010). “What is the best way to be a social justice advocate”: Communication strategies

for effective social justice advocacy. About Campus, 15(2), 11-19. Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs origins, current status, and

new approaches. Journal of College Student Development, 50(6), 577-596. (19p) Hurtado, S. (2007). Linking diversity with the educational and civic missions of higher education. The Review of Higher

Education, 30(2), 185-196. (11p) Week 2 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: Jossey-Bass. (Ch. 13, pp. 233-244; 244-251) (15p) Jones, S. R., & McEwen, M. K. (2000). A conceptual model of multiple dimensions of identity. Journal of College

Student Development, 41, 405-413. (8p)

Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimensions of identity: The role of meaning-making capacity in the construction of multiple identities. Journal of College Student Development, 48, 1-22.(21p)

Hill Collins, P. (1990). Intersecting Oppressions & Black Feminist Thought in the Matrix of Domination (Handouts) (11p) Young, I. M. (2000). Five faces of oppression. In M. Adams, W. J. Blumenfeld, R. Castañeda, H. W. Hackmann, M. L.

Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (pp. 35-49). New York: Routledge. (14p) Reason, R. D., & Davis, T. L. (2005). Antecedents, precursors, and concurrent concepts in the development of social

justice attitudes and actions. In R. D. Reason, E. M. Broido, T. L. Davis, & N. J. Evans (Eds.), Developing social justice allies. New Directions for Student Services, no. 110, pp. 5-15. San Francisco: Jossey-Bass. (10p)

Week 3 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: Jossey-Bass. (Ch. 11, pp. 194-211) (17p) Seifert, T. (2007). Understanding Christian privilege: Managing the tensions of spiritual plurality. About Campus, 12 (2),

10-17. (7) Lazarus Stewart, D., & Lozano, A. (2009). Difficult dialogues at the intersections of race, culture, and religion. In S. K.

Watt, E. E. Fairchild, & K. M. Goodman (Eds.), Intersections of religious privilege: Difficult dialogues and student affairs practice. New Directions in Student Services, no. 125, pp. 23-31. San Francisco: Jossey-Bass. (8p)

Blumenfeld, W. J., & Klein, J. R. (2009). Working with Jewish undergraduates. In S. K. Watt, E. E. Fairchild, & K. M. Goodman (Eds.), Intersections of religious privilege: Difficult dialogues and student affairs practice. New Directions in Student Services, no. 125, pp. 33-38. San Francisco: Jossey-Bass. (5p)

Goodman, K. M., & Mueller, J. A. (2009). Invisible, marginalized, and stigmatized: Understanding and addressing the needs of atheist students. In S. K. Watt, E. E. Fairchild, & K. M. Goodman (Eds.), Intersections of religious privilege: Difficult dialogues and student affairs practice. New Directions in Student Services, no. 125, pp. 55-63. San Francisco: Jossey-Bass. (8p)

Ali, S. R., & Bagheri, E. (2009). Practical suggestions to accommodate the needs of Muslim students on campus. In S. K. Watt, E. E. Fairchild, & K. M. Goodman (Eds.), Intersections of religious privilege: Difficult dialogues and student affairs practice. New Directions in Student Services, no. 125, pp. 47-54. San Francisco: Jossey-Bass. (7p)

Week 4 Mantsios, G. (2003). Class in America: Myths and realities. In M. S. Kimmel & A. L. Ferber (Eds.), Privilege: A reader

(pp. 33-50). Boulder, CO: Westview. (17p) Oldfield, K. (2007). Humble and hopeful: Welcoming first-generation poor and working-class students to college. About

Campus, 11(6), 2-12. (10p) Oldfield, K. (2012). Still humble and hopeful: Two more recommendations on welcoming first-generation poor and

working-class students to college. About Campus, 17(5), 2-13. (11p) Duffy, J. O. (2007). Invisibly at risk: Low-income students in a middle- and upper-class world. About Campus, 12 (2), 18-

25. (7) Schwartz, J. L., Donovan, J., & Guido-DiBrito, F. (2009). Stories of social class: Self-identified Mexican male college

students crack the silence. Journal of College Student Development, 50, 50-66. (16p) Week 5 Evans, N. J., & Herriott, T. K. (2009). Philosophical and theoretical approaches to disability. In J. L. Higbee & A. A.

Mitchell (Eds.), Making good on the promise: Student affairs professionals with disabilities (pp. 27-40). Lanham, MD: American College Personnel Association. (13p)

Riddell. S., Tinklin, T., & Wilson, A. (2005). Disabled students in higher education: Perspectives on widening access and changing policy. London, United Kingdom: Routledge. (Ch. 8: Disabled students in higher education: Negotiating identity, pp. 130-147) (17p)

Belch, H. A. (2011). Understanding the experiences of students with psychiatric disabilities: A foundation for creating conditions of support and success. In M. S. Huger (Ed.), Fostering the increased integration of students with disabilities. New Directions for Student Services, no. 134, pp. 73-94. San Francisco, CA: Jossey-Bass. (21p)

McCarthy, D. (2007). Teaching self-advocacy to students with disabilities. About Campus, 12(5), 10-16. (6p) Week 6 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: Jossey-Bass. (Ch. 18, pp. 327-344) (17p) Bryant, A. N. (2003). Changes in attitudes toward women’s roles: Predicting gender-role traditionalism among college

students. Sex Roles, 48(3/4), 131-142. (11p) Edwards, K. E., & Jones, S. R. (2009). “Putting my man face on”: A grounded theory of college men’s gender identity

development. Journal of College Student Development, 50, 210-228. (18p) Beemyn, B., Curtis, B., Davis, M., & Tubbs, N. J. (2005). Transgender issues on college

campuses. In R. Sanlo (Ed.), Gender identity and sexual orientation: Research, policy, and personal. New Directions for Student Services, no. 111, pp. 49-60. San Francisco, CA: Jossey-Bass. (11p)

Week 7 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: Jossey-Bass. (Ch. 17, pp. 305-326) (21p) Feigenbaum, E. F. (2007). Heterosexual privilege: The political and personal. Hypatia, 22(1), 1-9. (8p) Harley, D. A., Nowak, T. M., Gassaway, L. J., & Savage, T. A. (2002). Lesbian, gay, bisexual, and transgender college

students with disabilities: A look at multiple cultural identities. Psychology in the Schools, 39, 525-538. (13p) Wall, V. A., & Washington, J. (1991). Understanding gay and lesbian students of color. In N. J. Evans & V. A. Wall

(Eds.), Beyond tolerance: Gays, lesbians and bisexuals on campus (pp. 67-78). Washington, DC: American College Personnel Association. (11p)

Mueller, J. A. & Cole, J. (2009). A qualitative examination of heterosexual consciousness among college students. Journal of College Student Development, 50, 320-336. (16p)

Week 9 Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory,

research, and practice. San Francisco: Jossey-Bass. (Ch. 14, pp. 252-254) (2p) Patton, L. D., McEwen, M., Rendon, L., & Howard-Hamilton, M. F. (2007). Critical race perspectives on theory in

student affairs. In S. R. Harper & L. D. Patton (Eds.), Responding to the realities of race. New Directions for Student Services, no. 120. San Francisco: Jossey-Bass. (14p)

Mather, P. C. (2008). Acknowledging racism. About Campus, 13(4), 27-29. (2p) Wander, P. C., Martin, J. N., & Nakayama, T. K. (2008). The roots of racial classification. In P. S. Rothenberg (Ed.),

White privilege: Essential readings on the other side of racism (3rd ed., pp. 29-34). New York, NY: Worth. (5p) Reason, R. D., & Evans, N. (2007). The complicated realities of whiteness: From colorblind to racially-cognizant. In S. R.

Harper & L. D. Patton (Eds.), Responding to the realities of race. New Directions for Student Services, no. 120, 67-75. San Francisco: Jossey-Bass. (8p)

Chaudhari, P., & Pizzolato, J. E. (2008). Understanding the epistemology of ethnic identity development in multiethnic college students. Journal of College Student Development, 49, 443-458. (15p)

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91. (22p)

Week 11

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: Jossey-Bass. (Ch. 14 & 15, pp. 255 (Race Models paragraph); 265-266 (Kim’s Model); 271-277 (Ethnicity) (9p)

Lachica Buenavista, T., Jayakumar, U. M., & Misa-Escalante, K. (2009). Contextualizing Asian American education through critical race theory: An example of U.S. Pilipino college student experiences. In S. D. Museus (Ed.), Conducting research on Asian Americans in higher education. New Directions for Institutional Research, no. 142, pp. 69-81. San Francisco: Jossey-Bass. (12p)

Accapadi, M. M. (2012). Asian American identity consciousness: A polycultural model. In D. Ching & A. Agbayani (Eds.), Asian Americans and Pacific Islanders in higher education: Research and perspectives on identity, leadership, and success (pp. 57-94). Washington, DC: NASPA-Student Affairs Administrators in Higher Education.

Week 12 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: Jossey-Bass. (Ch. 14 & 15, pp. 263-265 (Ferdman & Gallegos Model); 266-267 (Horse Perspective); 277-284 (Ethnicity) (10p)

Okagaki, L., Helling, M. K., & Bingham, G. E. (2009). American Indian college students’ ethnic identity and beliefs about education. Journal of College Student Development, 50, 157-176. (19p)

Lowe, S. C. (2005). This is who I am: Experiences of Native American students. In MJ T. Fox, S. C. Lowe, & G. S. McClellan (Eds), Serving Native American students. New Directions for Student Services, no. 109, pp. 33-40. San Francisco, CA: Jossey-Bass. (7p)

Horse, P. G. (2005). Native American identity. In MJ T. Fox, S. C. Lowe, & G. S. McClellan (Eds), Serving Native American students. New Directions for Student Services, no. 109, pp. 61-68. San Francisco, CA: Jossey-Bass. (7p)

Longerbeam, S. D., Sedlacek, W. E., & Alatorre, H. M. (2004). In their own voices: Latino student retention. NASPA Journal, 41(3), 538-550. (12p)

Villalpando, O. (2004). Practical considerations of critical race theory and Latino critical theory for Latino college students. In A. M. Ortiz (Ed.), Addressing the unique needs of Latino American students. New Directions for Student Services, no. 105, pp. 41-50. San Francisco: Jossey-Bass. (9p)

Vera, H., & De los Santos, E. (2005). Chicana identity construction: Pushing the boundaries. Journal of Hispanic Higher Education, 4(2), 102-113. (9p)

Week 13 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: Jossey-Bass. (Ch. 14 & 16, pp. 260-263 (Helms Model; Rowe, Bennett, Atkinson Model); 288-304) (19p)

Scott, D. A., & Robinson, T. L. (2001). White male identity development: The key model. Journal of Counseling and Development, 79, 415-421. (6p)

McDermott, M., & Samson, F. L. (2005). White racial and ethnic identity in the United States. Annual Review of Sociology, 31, 245-261. (16p)

King. A. R. (2008). Student perspectives on multiracial identity. In K. A. Renn & P. Shang (Eds.), Biracial and multiracial students. New Directions for Student Services, no. 123, pp. 33-41. San Francisco: Jossey-Bass. (8p)

King, A. R. (2011). Environmental influences on the development of female college students who identify as multiracial/biracial-bisexual/pansexual. Journal of College Student Development, 52(4), 440-455. (15p)

Week 14

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. (Ch. 14 & 15, pp. 250-260 (Cross & Fhagen-Smith Model); 284-287 (Ethnicity); 268-270) (15p)

Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69 (1/2), 60-73. (13p)

Harper, S. R., & Nichols, A. H. (2008). Are they not all the same? Racial heterogeneity among Black male undergraduates. Journal of College Student Development, 49(3), 199-214. (15p)

Ritter, Z. (2012). Foreign students and tolerance – II. Inside Higher Ed Anderson, G. A., Carmichael, K. Y., Harper, T. J., & Huang, T. (2009). International students at four-year institutions:

Developmental needs, issues, and strategies. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp.17-38). New York, NY: Routledge. (21p)

Week 15 Broido, E. M., & Reason, R. D. (2005). The development of social justice attitudes and actions: An overview of current

understandings. In R. D. Reason, E. M. Broido, T. L. Davis, & N. J. Evans (Eds.), Developing social justice allies. New Directions for Student Services, no. 110, pp. 15-28. San Francisco: Jossey-Bass. (13p)

Edwards, K. E. (2006). Aspiring social justice ally identity development: A conceptual model. NASPA Journal, 43 (4), 39-60. (21)

Identity Theory Analysis Paper: Autobiographical Essays You will select one essay from this reading list as the basis for your analysis papers. Readings are located on the blackboard page in the folder titled “ Identity Theory Analysis Readings.”

Race/Ethnicity African American Maria (1999). What is Black enough? In A. Garrod, J. V. Ward, T. L. Robinson, & R. Kilkenny (Eds.), Souls looking

back: Life stories of growing up Black (pp.32-46). New York: Routledge. Rick (1999). Feeling the pressure to succeed. In A. Garrod, J. V. Ward, T. L. Robinson, & R. Kilkenny (Eds.), Souls

looking back: Life stories of growing up Black (pp.218-230). New York: Routledge. Asian American De la Fuente, J. (1999). An (Asian American) actor’s life. In P. G. Min & R. Kim (Eds.), Struggle for ethnic identity:

Narratives by Asian American professionals (pp. 156-167). Walnut Creek, CA: Altamira Press. Chung, R. (1999). Reflections on a Korean American journey. In P. Min & R. Kim (Eds.), Struggle for ethnic identity:

Narratives by Asian American professionals (pp. 59-68). Walnut Creek, CA: AltaMira. Latino/a Navarrette, R., Jr. (1994). Playing the role. In A darker shade of crimson: Odyssey of a Harvard Chicano (pp. 73-90).

New York: Bantam. Ortiz Cofer, J. (1993). The myth of the Latin woman: I just met a girl named Maria. In The Latin deli (pp. 148-154).

Athens, GA: The University of Georgia Press. Multiracial Álvarez, J. (1998). A White woman of color. In O’Hearn, C. C. (Ed.), Half and half: Writers on growing up biracial and

bicultural (pp. 139-149). New York: Pantheon. Durrow, H. (1994). The next generation. In L. Funderburg (Ed.), Black, White, Other: Biracial Americans talk about race

and identity (pp. 351-359). New York: Morrow. Native American/American Indian Bennett, R. (1997). Why didn’t you teach me? In A. Garrod & C. Larimore (Eds.), First person, first peoples: Native

American college graduates tell their life stories (pp. 136-153). Ithaca, NY: Cornell University Press. Carey, E. (1997). I dance for me. In A. Garrod & C. Larimore (Eds.), First person, first peoples: Native American college

graduates tell their life stories (pp. 115-135). Ithaca, NY: Cornell University Press. White Thompson, B. (1996). Time traveling and border crossing: Reflections on White identity. In B. Thompson & S. Tyagi

(Eds.), Names we call home: Autobiography on racial identity (pp. 93-109). New York: Routledge. Indiana, G. (1998). Memories of a xenophobic boyhood. In L. Bridwell-Bowles (Ed.), Identity matters: Rhetorics of

difference (pp. 74-80). Upper Saddle River, NJ: Prentice Hall.

Gender Identity Rogers, J. (2000). Getting real at ISU: A campus transition. In K. Howard & A. Stevens (Eds.), Out and about on campus

(pp. 12-18). Los Angeles: Alyson. Pollitt, K. (1998). Are women morally superior to men? Debunking “difference” feminism. In L. Bridwell-Bowles (Ed.),

Identity matters: Rhetorics of difference (pp. 191-202). Upper Saddle River, NJ: Prentice Hall.

Lesbian, Gay, Bisexual Wisener, S. (1998). Pretending to be. In S. L. Windmeyer & P. W. Freeman (Eds.), Out on fraternity row: Personal

accounts of being gay in a college fraternity (pp. 125-130). New York: Alyson. Holland, J. A. (2000). How to find your major. In K. Howard & A. Stevens (Eds.), Out and about on campus (pp.142-

153). Los Angeles: Alyson.

Spiritual Development Alleyne, U. (1998). Atheism and me: Why I don’t believe in God. In L. Bridwell-Bowles (Ed.), Identity matters:

Rhetorics of difference (pp. 274-279). Upper Saddle River, NJ: Prentice Hall. Whelen, J. P. (1998). How I pray now: A conversation. In L. Bridwell-Bowles (Ed.), Identity matters: Rhetorics of

difference (pp. 420-426). Upper Saddle River, NJ: Prentice Hall.

(Dis)Ability Meirs, N. (1998). On being a cripple. In L. Bridwell-Bowles (Ed.), Identity matters: Rhetorics of difference (pp. 383-391).

Upper Saddle River, NJ: Prentice Hall. French, S. (2000). Equal opportunities – Yes, please. In M. Adams, W. J. Blumenfeld, R. Castañeda, H. W. Hackmann,

M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (pp. 364-366). New York: Routledge.

Social Class Charlip, J. (1998). A real class act: Searching for identity in the classless society. In L. Bridwell-Bowles (Ed.), Identity

matters: Rhetorics of difference (pp. 99-113). Upper Saddle River, NJ: Prentice Hall. hooks, b. (2000). Where we stand: Class matters. New York: Routledge. (Ch. 2: Coming to class consciousness, pp. 24-

37)

Identity Project: Journal Entry Prompts

Given that you will be conducting qualitative interviews, it is crucial that you give careful thought to your own biases and prior understandings of the identities you will discuss with students. It is particularly important to approach each meeting with questions that are well-constructed and respectful to engage students in a way that elicits meaningful responses. Throughout the interview process, ongoing reflection is important to make meaning out of the information obtained and to enhance further interviewing. Following each interview, it is important to thoughtfully consider what has been learned and how this information can be conveyed. Entry 1: Before your first interview. Reflect on and respond to the following questions:

• What do you already believe/know about the social identities that your participant possesses? What messages have you heard/learned throughout your life? How were these messages reinforced and/or challenged?

• How will these beliefs affect your interaction with your student? How do they influence how you feel going into

the interview project? How will they influence the questions you ask your student?

• Has other training or classes helped you to have a more thoughtful understanding of your participant’s social identities? How do they influence how you feel going into the interview project? How will they influence the questions you ask?

• Provide a list of 5–7 questions that will guide your initial interview.

Throughout these interviews, attempt to discover how the individuals see themselves with regard to their identity. How has their identity changed (if it has)? What factors influenced their development? How does their social identity affect other aspects of their lives? How do their social identities overlap and intersect? How do they see themselves in relation to identities they do not possess? Entries throughout the semester. Reflect on and respond to the following questions:

• Relevant theory should guide the development of your questions. Provide a list of questions that guided each

interview.

• What was the most surprising part of the interview? What seemed different than what you expected based on your previous knowledge/understanding or that might be expected based on theory? What findings support the theory you have studied? What findings challenge the theory? Be sure to cite specific references to theory.

• How is the student making meaning of this particular identity? What themes about identity development seem to

emerge from this interview? Support these with data (provide direct quotations/summaries to support each theme).

• What questions seemed to work? What questions did not? Why? For future entries, how will the emerging themes change the questions you ask in the next interview?

• How are you feeling about this social identity following this interview? Have you learned anything new that has reinforced/challenged what you believed to be true? How do you feel about interviewing?

Final Entry: Following your last interview, before your presentation. Your final journal entry should be presented in a formal paper. This final entry will provide an opportunity for you to reflect on what you learned as a result of this project, to demonstrate your knowledge of the various theoretical approaches you have studied, and to demonstrate your ability to use theoretical concepts to understand and enhance student development through student affairs practice. In this final entry, please reflect on and respond to the following questions:

• What overall themes related to identity development emerged from the interviews you conducted? What evidence

supports these themes? How are these themes supported by the theories read for class? How are they different? • What key things have you learned about yourself as a result of your participation in this project?

• How have your feelings and beliefs about social identities changed/evolved/been reinforced by your participation

in the research project?

• Identify at least 3 theoretical concepts that emerged during your analysis that influenced your development while completing this project. Elaborate on how this learning will help you become a better professional. How would you specifically use each concept to guide your work in student affairs practice (e.g., working with individual students, developing programming, environmental design; policy development).