Seven Vectors: General Development Directions
Chickering
Biography:
Chickering’s theory originated between 1959 and 1965 while employed at
Goddard College. During this time Chickering was responsible for “evaluation the impact
of innovative curricular practices on student development” (Evans, Forney, GuidoDiBrito, p. 36). From 1965 to 1969 Chickering directed over the ‘Project on Student
Development in Small Colleges’, this research focused on the influences the college
environment has on development. This research was incorporated in the book Education
and Identity. Later on in 1980, Chickering discussed area that he need to expand or revise
in the theory, such as; (1) incorporate resent research on differences, such as gender and
race, (2) understanding the students have a wider range of options, (3) to change the
theory of the difference between adult learners and traditional-age students, (4) to
acknowledge in social change by acknowledging other theorist. Chickering paired up
with Linda Reisser in to revise his theory and incorporated new research findings. This
was a revision of his former work; however, the revised version stayed true the former
with ninety percent new material form current research (Evans, Forney, Guido-DiBrito,
p. 37).
Description of Theory:
This model does not portray one predominant development challenge. The Seven
Vectors is a psychosocial theory used vectors to show the progression of moving towards
inter dependence, the transformation of interpersonal relationships, and establishing
identity. Chickering used the term vectors of development “because each seems to have
diretion and magnitude – even thought he direction may be expressed more appropriately
be a spiral or by steps than by a straight line” (Chickering & Reisser, p. 8). The theorist
proposed the seven vectors as a visual map to conceptualize the development of college
student and the path in which were heading. The seven vectors are: Developing
Competence, Managing Emotions, Moving Through Autonomy Toward Interdependence,
Developing Mature Interpersonal Relationships, Establishing Identity, Developing
Purpose, Developing Integrity. Each of the seven vectors step in increasing “awareness,
skill, confidence, complexity, stability, and integration but does not rues out an accidental
or intentions return to ground already traversed” (Chickering & Reisser, p. 34). As the
level increases, the theorist adds importance due to the increasing skill. The vectors
visually maps the majors pathway towards individualization; refining oneself through the
process. The theorist also understands the individual difference in growth; however, there
are many reoccurring themes in college students. The reoccurring themes are: “gaining
competence and self-awareness, learning control and flexibility, balancing intimacy with
freedom, finding one’s voice or vocation, refining beliefs, and making commitments”
(Chickering & Reisser, p. 35).
Chickering was also aware of environmental influence, and the change to a
college environment. The theorist proposed factors that the educational environment can
influence the individual. The factors are: Institutional objectives which lead to a
consistency among programs, policies and practiced of the institution. Institutional size
can impact the student’s experience and the student’s participation of the campus life.
Student-faculty relationships are another factor that when students see the professors as
people and not only authority figure, allows the student to see beyond the classroom.
Curriculum and Teaching are two other factors. Curriculum needs to be relevant and the
teaching needs to involve active learning, not just rote memorization. Friendship/Student
Communities and Student Development Programs and Services bring meaningful
relationship either with peers, professional, counselors, and professors. Integration of
Work and Learning many students work and well as take courses, this is collaborative
way of connecting work with businesses and community. Recognition and Respect for
individual differences was one continues to grow, so does the diversity. Students, as well
as educators must be aware of difference and adjust interactions with the diversities. And
lastly, Acknowledgment of the cyclical nature of learning and development, is an
important factor because learning does not stop at the degree. Life such be a continue
developing venture (Evans, Forney, Guido-DiBrito, pp 40-42).
The Instrument:
The Seven Vectors: General Development Directions
1. Developing Competences
*From low level of competence
(intellectual, physical, interpersonal)
*From lack of confidence in one’s
abilities
*To high level of competence
in each area
*To a strong sense of
competence
2. Managing emotions
*From little control over disruptive
emotions (fear and anxiety, anger
leading to aggression, depression, guilt,
and shame, and dysfunctional sexual or
romantic attraction)
*From little awareness of feelings
*To Flexible control and
appropriate expression
*To increasing awareness and
acceptance of emotions
*Ability to integrate feelings
with responsible action
*From inability to integrate feelings
with actions
3. Moving Through Autonomy Toward Interdependence
*From emotional dependence
*To freedom from continual and
pressing needs for reassurance
*To instrumental independence
(inner direction, persistence, and
mobility)
* Recognition and acceptance of
the importance of interdependence
*From Poor self-direction or ability to
solve problems; little freedom or
confidence to be mobile
*Independence
4. Developing Mature Interpersonal Relationships
*From lack of awareness of
differences; intolerance of differences
*From nonexistent, short-term, or
unhealthy intimate relationships
*To tolerance and appreciation of
differences
*To capacity for intimacy which is
enduring and nurturing
5. Establishing Identity
*From discomfort with body and
appearance
*From discomfort with gender and
sexual orientation
*From lack of clarity about heritage
and social/culture roots of identity
*From confusion about “who I am” and
experimentation with roles and
lifestyles
*From lack of clarity about others’
evaluation
*From dissatisfaction with self
*From unstable, fragmented
personality
*To comfort with body and appearance
*To comfort with ender and sexual
orientation
*To sense of self in a social, historical,
and cultural context
*To clarification of self-concept through
roles and lifestyle
*To sense of self in response to feedback
from valued others
*To self-acceptance and self-esteem
*To Personal stability and integration
6. Developing Purpose
*From unclear vocations goals
*From unclear vocations goals
*From shallow, scattered personal
interests
*To Clear vocation goals
*To more sustained, focused, rewarding
activities
*To strong interpersonal and family
commitments
7. Developing Integrity
*From dualistic thinking and rigid
beliefs
*From unclear or untested personal
values and beliefs
*From self-interest
*From discrepancies between values
and actions
*To humanizing values
*To personalizing (clarifying and
affirming) values while respecting
others’ beliefs
*To social responsibility
*To congruence and authenticity
Validity of Research
Many researchers’ speculated over Chickering work for several decades. The
validity was tested with several studies that included several populations and several
different factors such as factors related to psychosocial development and relationship
development with cognition. Then two researchers (White and Hood) “examined the
validity of Chickering’s vectors of development by administering the six Iowa instrument
plus an objective measure of cognitive development of 225 students” (Evans, Forney,
Guido-DiBrito, p. 45). The factor analysis had a limited support when the factors tended
to overlap. However, when researchers examined Chickering’s theory with the
development between the sexes, there was a difference between male and female;
especially during the personal relationship stage. When Chickering’s theory with used
with the development of students from various racial and ethnic groups it was found to be
very limiting. On the other hand, Chickering and Reisser did identity that sexual
orientations to be a development stage; therefore including it to the “establishing
identity” stage. The development of gay, lesbian, and bisexual students tends to have a
delayed development; however, very small amount of research has been done on this
subject in relation to Chickering work.
Researchers still examine Chickering work by both agreeing and disagreeing with
the work. However, Chickering’s model is mostly effective in the development of the big
picture project with program development. This theory is also helpful when one is
assessing or designing a program.
Chickering A.W. & Reisser, L. (1993) Education and Identity (2nd ed). San Francisco:
Jossey-Bass.
Evans, N.J., Forney, D.S., Guido-DiBrito, F. (1998) Student Development in College.
San Francisco; Jossey-Bass