Running head: IDENTITY DEVELOPMENT 1

Theory Paper #2:

Cognitive & Emotional Student Identity Development

Heather E. Mueller Titus

Seattle University
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Theory Paper #2: Cognitive & Emotional Student Identity Development

Schlossbergs (1995) Transition Theory centers on understanding the type, context,

impact, and process of transitions to better assist students experiencing change during college. A

students effectiveness in coping with transition is influenced by four factors: situation, self,

supports, and strategies, and is specific to personal perception (Schlossberg, Waters, &

Goodman, 1995). Kegans (1994) Theory of the Evolution of Consciousness analyzes the

constructive-developmental process of how students make meaning of their experiences, and the

intersection of social responsibility and self-interest (Kegan, 1994). Practitioners can use a

consciousness bridge to guide students throughout the five orders of consciousness to resolve

tension between inclusion and distinctness. Yosso (2005) discusses using community cultural

wealth as a framework to understand how socially marginalized groups access and experience

college. Instead of focusing on deficiencies, students of color cultivate knowledge, skills, and

abilities through six forms of capital including aspirational, linguistic, familial, social,

navigational, and resistant that can be leveraged as strengths to promote a college-going

identity (Yosso, 2005).

Synthesis

These three theories emphasize the importance of perception and self-assessment in

meaning-making, as well as how an individual relates to their community. Schlossbergs (1995)

theory notes that a transition only exists if it is defined by the individual experiencing it, and

allows for integration of individual and cultural differences (Schlossberg et al., 1995). Kegans

(1994) theory focuses on the internal capacity to define ones beliefs, identity, and social

relations, and that each order of consciousness consists of cognitive, intrapersonal, and

interpersonal components (Kegan, 1994). Yosso (2005) emphasizes that individual views about
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academic success are shaped by personal sociocultural and linguistic experiences and

assumptions about cultural outcomes. Every individual perceives themselves, their environment,

and change differently, and as practitioners, we must understand that each student is going to

react different depending on their life experiences.

Another common theme throughout these theories is that they see identity development

as a dynamic, multi-dimensional developmental and transitional process that is shaped by social

and environmental influences. Schlossbergs (1995) transition theory emphasizes that

individuals move in, through, and out of transitions, and ones effectiveness in coping with

transition depends on their situation, self-characteristics, support systems, and strategies

(Schlossberg et al., 1995). Similarly, Kegans (1994) theory emphasizes the ongoing

reconstruction of ones relationship with their environment during the evolution of meaning-

making, and the lifelong tension between inclusion and distinctness (Kegan, 1994). Yosso

(2005) emphasizes how cultural capital is not a fixed thing, but rather a dynamic process that

builds upon itself to create cultural wealth, and is influenced by the knowledge, skills, and

abilities accrued from ones community. In these theories, individuals do not deal with

transitions or change in isolation, and as practitioners, we must be able to understand these

processes to effectively help students develop self-autonomy and positively cope with change.

While each theory considers a variety of internal and external influences, supplemental

research would increase our understanding of (and beyond) each theory, and how they intersect.

Yossos (2005) application of critical race theory on community cultural wealth has a tendency

toward a Black/White binary that does not address specific layers of racialized subordination that

comprise people who do not identify as Black (Yosso, 2005). Over time, other researchers have

expanded critical race theory to include the racialized experiences of women, Latinos, Native
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Americans, and Asian Americans as evident in LatCrit, FemCrit, TribalCrit, and AsianCrit

theories (Evans et al., 2010). However, the over-emphasis of cultural capital and the definition

thereof in Yossos theory must still be regarded with scrutiny, and should be used concurrently

with other theories.

Even though the literature has demonstrated the utility of both Schlossbergs (1995) and

Kegans (1994) theories, their methodologies tend to be limited in scope. Longitudinal research

studies spanning over twenty years or more on additional variables including mental health, age,

gender, and ethnicity, would increase our understanding. This would grant us the ability to assist

individuals with various stages development before, during, and after college (Evans, Forney, &

Guido, 2010).

While each theory provides meaningful insight into complex developmental and

transition processes, it may be impossible to accurately measure abstract concepts such as

culture, change, or growth. Culture is frequently represented symbolically through language,

garments, and possessions, and while Yosso (2005) has constructed terms that attempt to capture

these ideas, every individual may use slightly different expressions that could change the

meaning of cultural influences (Yosso, 2005). Schlossberg (1995) and her colleagues attempt to

address a wide range of variables that affect an individuals ability to cope with change,

however; it is impossible to affirm if the transition process actually occurs in the manner outlined

(Schlossberg et al., 1995). Kegan (1994) effectively describes growth as movement through five

progressively complex ways of knowing, however since the actual cognitive process of making

meaning varies so greatly between individuals, there is no universal definition of growth (Kegan,

1994).
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Reflection

As a practitioner with a commitment to social justice, it is important for me to

understand how student perception influences cognitive and emotional developmental processes,

because it is the only way to ensure that theories can be applied to a diverse range of students. If

we consider a students individual perspective, life experiences, as well as cultural, social, and

environmental influences, we can begin to better understand their thoughts and behaviors in any

given situation. Therefore, I must use these theories as a guide to designing meaningful

interventions that encourage positive developmental outcomes that are specific to each students

needs, assets, and liabilities, despite the previously mentioned criticisms of each theory.

Furthermore, it is important to reiterate that there may not be an accurate way of evaluating such

complex identity processes, but the benefit may lie in our constant struggle to evolve our

understanding in order to best serve marginalized and oppressed student populations.

I have already used several aspects of these theories in my current practice working with

diverse student populations. Yossos (2005) community cultural wealth model has been helpful

to me as I frame my interactions with students of color, specifically using critical race theory as a

lens to focus on students strengths and encourage higher order thinking (Kegan, 1994; Yosso,

2005). Using critical race theory as a lens, African American or Latino students can leverage

communal funds of knowledge, such as solidarity and spiritual values, to encourage self-

authorship and social responsibility. For example, I am aware that the African American

community values inclusion, so I leveraged this cultural/social capital to support a students

learning in the third order, and encouraged movement to the fourth order by acknowledging

successes and encouraging dissonance between inclusion and distinctness to help this student

find new ways of connecting to others (Evans et al., 2010).

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Under Kegans (1994) theory of consciousness, I believe I am in the fourth order of self-

authoring mind because despite the stress of postmodern life, I am able to successfully balance

relationships, work, school, and my mental health (Kegan, 1994). By understanding where I fall

in Kegans order of consciousness, I can adjust the developmental mismatch of orders between

students and myself, and create a consciousness bridge to express the level at which they are

expected to perform in a given context (Kegan, 1994). Used alongside Cormier and Hackneys

(2005) counseling model, Schlossbergs (1995) transition theory provides an excellent tool to

facilitate understanding and action in regard to change (Evans et al., 2010; Schlossberg et al,

1995). I am currently in a transition of moving through graduate school, and using this model

as a tool has been helpful for me in identifying areas that I need additional support. While this

transition was an anticipated event, and I have been able to use multiple coping strategies

alongside strong social support networks, I continue to struggle when dealing with concurrent

stress or additional unanticipated events. By identifying this problem area, I can focus on my

other strengths to promote a successful and positive transition (Evans et al., 2010).

Within all of these theories, students face the challenge of accepting the deficit thinking

that permeates American society (Yosso, 2005). As practitioners, we must discourage this type

of thinking and promote a strengths-based perspective to encourage students to succeed in

college. Kegan (1994) suggests that practitioners can act as sympathetic coaches, providing

support for students to be who they are while also encouraging them to move beyond their

current way of meaning-making (Kegan, 1994). Schlossberg (1995) notes that practitioners

can help students through a consideration of the four Ss (situation, self, support, and strategies)

to balance their assets and liabilities to create a path for success (Schlossberg et al., 1995). We

need to institutionalize community cultural wealth into higher education institutions to better
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understand how students cope with transitions and make meaning before, during, and after

college (Yosso, 2005). As student populations become more diverse, it is important for

practitioners to challenge deficit thinking while fostering a balance between social responsibility

and self-interest, and effectively guide students throughout their emotional and cognitive

developmental processes.
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References

Evans, N. J., Forney, D. S., & Guido, F. (2010). Student development in college: Theory,

research, and practice (2nd edition). San Francisco, CA: Jossey-Bass.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA:

Harvard University Press.

Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition linking

practice with theory. New York, NY: Springer.

Yosso, T.J. (2005). Whose culture has capital? A critical race discussion of community cultural

wealth. Race Ethnicity and Education, 8(1), 69-82.