First Year Issues and the
Development of College Students
Susan Allen Ortega, Assistant Vice
Chancellor & Dean of Students
Jennifer Miller
Student Development Educator
Reaching for Education, Affirmation,
Community and Harmony
(R.E.A.C.H.) Program Volunteers
Introduction to Chickering’s Theory of
College Student Development
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His theory of psychosocial development was the first
major theory to specifically examine the
development of college students.
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His work from 1959-65 led to his landmark 1969
theory which provided an overview of developmental
issues faced by college students as well as
environmental conditions that influences
development.
Evolution of Chickering’s Theory

During the 1980’s Chickering began to further revisit
his original theory and identified areas for
improvement:
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Incorporate research on gender, race and national origin.
Acknowledge the greater range of options students now
had.
Consider how the theory should fit adult learners.
Alter definitions of several vectors to reflect societal
changes and to recognize the work of other researchers.
Chickering revised his theory to be more inclusive of
various student populations through his work with
Linda Reisser in the 1990’s.
Why Vectors of Development?

While some psychosocial theorist’s like Erikson viewed
identity development as progressing through a series of
sequential “stages”, Chickering proposed seven “vectors
of development” that contribute to identity.

Chickering believed students move through the vectors at
different rates, that vectors can interact with each other,
and students may revisit vectors previously worked
through.
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His vectors include emotional, interpersonal, ethical and
intellectual aspects of development.
The Seven Vectors…
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Developing Competence.
Managing Emotions.
Moving Through Autonomy Toward Interdependence.
Developing Mature Interpersonal Relationships.
Establishing Identity.
Developing Purpose.
Developing Integrity.
Seven Vectors Timeline
Developing Competence

Intellectual competence: acquisition of knowledge
and skills related to particular subject matter,
development of intellectual, cultural, and aesthetic
sophistication, and skills for critical thinking and
reasoning ability.

Physical and manual skills: athletic and recreational
activities, attention to wellness, and involvement in
artistic and manual activities.

Interpersonal competence: skills in communication,
leadership and working effectively with others.
Managing Emotions

Students develop the ability to recognize and accept
emotions, appropriately express and control them,
and learn to act on feelings in a responsible manner.

Through his 1990’s work he included a more
inclusive range of feelings (anxiety, depression,
anger, shame and guilt) and more positive emotions
(caring, optimism and inspiration).
Moving Through Autonomy Toward
Interdependence
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Increase in emotional independence: freedom from
continual and pressing needs for reassurance,
affection or approval from others.
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Increase in instrumental independence: selfdirection, problem-solving and mobility.
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Students eventually recognize and accept the
importance of interdependence (an awareness of
their interconnectedness with others).
Establishing Identity
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This vector was expanded to acknowledge differences in
identity development based on gender, ethnic background and
sexual orientation.
Includes being comfortable with body and appearance.
Being comfortable with gender and sexual orientation.
A sense of one’s social and cultural heritage.
A clear self-concept.
Comfort with one’s roles and lifestyle.
A secure sense of self through feedback from others, selfacceptance/self-esteem, and personal stability/integration.
Developing Mature Interpersonal
Relationships
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Experiences with relationships contribute
significantly to the development of a sense of self:
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Development of intercultural and interpersonal tolerance
and appreciation of differences.
Capacity for healthy and lasting intimate relationships with
partners and close friends.
Reisser contributed that both tasks involve the ability
to accept individuals for who they are, to respect
differences and to appreciate commonalities.
Developing Purpose
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Developing clear vocational goals.
Meaningful commitment to specific personal
interests and activities.
Establishing strong interpersonal commitments.
Includes intentionally making and staying with
decisions even in the face of opposition.
Lifestyle and family influences affect the decisionmaking and goal-setting processes involved in
developing purpose.
Developing Integrity

Integrity includes three sequential but overlapping
stages:
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Humanizing values: progress from rigid, moralistic thinking
to the development of a more humanized value system in
which the interests of others are balanced with one’s own
interests.
Personalizing values: value system is established in which
core values are consciously affirmed and the beliefs of
others are acknowledged and respected.
Developing congruence: values and actions then become
congruent and authentic as self-interest is balanced by a
sense of social responsibility.
Chickering’s Theory and Your First
Assignment:
Self-assessment and Individualized Plan for Success

Provides a framework for thinking about challenges
you have encountered and how to move forward
constructively
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Is the foundation for the self assessment (Student
Developmental Task and Lifestyle AssessmentSDTLA) you will be required to complete as a first
assignment for the course
Chickering’s Theory and Your First
Assignment:
Self-assessment and Individualized Plan for Success
Development Task
or Area of
Challenge to be
Addressed:
Get more involved
in campus life
Vision for my
change/
Improvement
•Join a club at
UCR.
•Get to know more
people on campus.
Specific Actions/ Plans
•Introduce myself to other
students in my classes.
•Log on to Student Life
website and identify a club
that looks like it might be
interesting and fun.
Attend a meeting or event
of the club.
•Attend the Homecoming
Pep Rally, Tail Gate Party
and Game.