Running head: PERSONAL DEVELOPMENT PAPER 2
Personal Development Paper #2
Kaitlin Tufts
Florida State University
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Introduction
Through reflecting on my knowledge of Student Development Theory and reading over
my initial paper, I have found quite a few commonalities between many theorists’ concepts and
my own personal growth. While some theorists’ models, such as Perry, Kohlberg, and
Goodman, relate to specific periods of time in my life, others such as Chickering,
Bronfenbrenner, and Erickson are utilized continuously throughout my collegiate experience.
Additional theorists will be mentioned throughout this paper, but it should be noted that for the
purpose of meeting the assignment’s requirements not all theories will be used and only the most
prominent theories throughout my story will be discussed.
Freshman Year
My transition into college was a little different from the traditional freshman experience
at Penn State University. I am an only child to two happily married individuals. I grew up in a
predominately White neighborhood, or exosystem, that was surrounded by family, friends, and
neighbors who were very similar to me in habits and day-to-day activities. As my different
microsystems interacted with one another to create a larger mesosystem, opinions and
expectations about attending college were set very early for me. At this stage of life, I was
experiencing Marcia’s Ego Identity Status of “foreclosure” by not attempting to challenge my
authorities’ opinions or values for my future.
As I reflect on this transitioning period, I see pieces of Schlossberg and Goodman’s
Transition Theory influencing my college choice through 2S’s, “self” and “support”. I was
fortunate enough to have personal and demographic characteristics such as socioeconomic status
and family support to attend such a learning experience as college. When I accepted my offer to
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attend Penn State University, I was very naïve in thinking that not much would change about my
life. At the time, I did not realize the true blessing of college and the way its’ environment
adapts and matures students over the course of their collegiate career.
My acceptance letter came with a stipulation. I would be living in supplemental housing
with seven other girls. This was a nontraditional experience at the time, or in my dualistic mind
it seemed so, as most students were living with only one roommate. Additionally, my dormitory
was an all-female residence hall separate from where the majority of the freshman class would
be living. I shared my closet, bathroom, TV, and personal space with seven other girls. These
were items I valued very heavily up to this point in my life as an only child. During this stage of
my education I was experiencing Kohlberg’s Theory of Moral Development. I was very
concerned with my own things and focused on a “me” mentality. Reflecting on the initial stages
of living with these girls I was in stage two, “Individualistic, Instrumental Morality”. I was
aware of my roommates needs and willing to compromise on differing opinions, yet still very
concerned with my own interests.
All eight of us came from different backgrounds and identified in different ways. One
female was African American and had moved from New Jersey. She had very different eating
and sleeping habits from what I was used to and it was something we challenged each other on
daily. Another girl was from Turkey and was visiting the United States for the first time. She
was much more vocal than the rest of us and spent a lot of time on her computer talking to family
and friends from home at odd hours of the day. One girl was Latina and missed her home and
culture in New York City so much she eventually left the university after one semester. Most of
the other girls had similar racial identities to me but varied in differences in socioeconomic
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status, religion, and opinions on when it was time to shut off the lights and go to bed. The
institution had unintentionally provided us with a dose of diversity in our own bedroom.
As we continued to get to know one another and our habits, expectations and rules were
set by each of us to create a comfortable living space. Throughout this living situation I had
moved from Kohlberg’s second stage through the third and into the fourth stage, or “Social
System Morality”. There was a consistent set of rules that applied equally to all of us, but I did
hope to create a “good person” image and receive approval from my roommates so that we could
grow as friends. Due to this I was also experiencing Erickson’s fifth stage of identity
development, or “Identity vs. Identity Diffusion”. Although I had already acknowledged my
gender identity throughout my K-12 education, I was beginning to recognize other identities and
where I fit into the macrosystem. Seeking “congruence between external recognition and
internal integration of meanings” was a large part of my freshman year experience (Evans, N.J.,
Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A., 2010, p.50).
My freshman housing situation was very eye-opening for me. I was learning to live with
others for the first time who were not my immediate family and experiencing a lot of personal
changes. Over the course of the year, my roommates and I each found friends on campus that we
connected with, but our living situation created a strong bond between us. We found similar TV
shows in common to watch weekly and classes we shared. We had boyfriend issues and family
troubles. We had late sleepers and early risers. And we grew as one. I definitely learned some
life lessons in that room while simultaneously experiencing Erickson’s sixth stage of identity
development, or “Intimacy vs. Isolation”. Additionally, I was experiencing Chickering’s Seven
Vectors including “managing emotions, moving through autonomy toward interdependence,
developing mature interpersonal relationships, and establishing identity”.
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Sophomore and Junior Year
During my sophomore year my housing situation changed and we no longer had that
space to hold us together. I only keep in touch with two or three of the girls now, but living in
720 Ritner Hall set the grounding for the next three years of my life. One life-changing
experience was when one of my roommates signed me up to attend an informational meeting of a
student organization on campus called the Student Programming Association (SPA). I would
later become the Executive Director of that organization and have some of the most challenging
and rewarding moments of my life while developing individual purpose and integrity.
SPA was my home away from home while at Penn State. I spent hours upon hours in the
student organization office and met some of my closest college friends. After being pushed to
attend the first meeting and deciding to join the Entertainment committee, I connected with one
of the student leaders on the executive board. She became my mentor and trained me to become
Entertainment Chair my junior year. This position brought me so much joy as I worked hard on
planning events and working with my committee to provide something great for the Penn State
student body. I valued the recognition from my peers and the community I created within the
organization. We made an effort to plan different types of events ranging from genres of music
artists at our concerts to unique events such as a Relaxation Week where students could de-stress
during finals week in massage chairs. Additionally, we were able to partner with other student
organizations and campus partners such as the LGBTA Resource Center, which provided some
of my first experiences understanding different identities of students such as sexual orientation
and the LGBTQ community. It was the mission of the organization to plan for all individuals on
campus and create a diverse array of programs that students would enjoy. We worked to keep
that promise daily.
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As I continued to establish meaningful relationships outside of my living situation, I
began considering Bronfenbrenner’s Developmental Ecology Model and the larger macrosystem
of Penn State’s campus culture to design programs relative to the overall student body.
Additionally, I had begun considering the importance of a few of Chickering’s Seven
Environmental Key Influences including “institutional objectives, institutional size, friendships
and student communities, and student development programs and services”. As Chickering and
Reisser noted in the reading (2010), “a student’s most important teacher is often another student”
(p. 70). This statement held true for the mentor I had gained that provided me with a leadership
role. Additionally, it had become my responsibility to train incoming leaders and prepare them
for the institutional objectives that needed to be upheld by the organization. Finally, I was able
to experience identity privilege through working with different campus partners such as the
LGBTA Resource Center to better understand my own heterosexual privilege, which I
unknowingly had yet to acknowledge.
Senior Year
In the spring of my junior year it was suggested by one of SPA’s advisors that I run for
the position of Executive Director, or president, of the organization. As I was elected and took
on this new set of responsibilities I was unaware of the growth this year would have on me as an
individual. It was one of personal development and university hardship. This year in Penn
State’s history included the “Sandusky Scandal” and the dismissal and subsequent death of
legendary football coach Joe Paterno. These events were experienced on an even grander scale
while being a leader on campus. With students so outraged that they were rioting and being
shown on national news, the Penn State brand continued to be tarnished. In my role as Executive
Director of SPA, I had monthly meetings with many other student leaders and the Vice President
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of Student Affairs. We were challenged to combat this new public image and do what we could
to rise above others' behaviors. We held candlelit vigils for the victims of sexual abuse and
gathered with our student body president as he addressed the nation on behalf of our students.
SPA held an event called “We Still Are” which was organized by myself and our Director of
Operations. The event included over 50 student organizations showcasing their talents to
demonstrate that we were more than our football program and the actions of a small few. It was
a day of celebration and support. I valued my school and I valued the opinions of others.
This year in my collegiate experience provided me with the most personal growth. I had
utilized Chickering’s theory to “develop purpose and integrity” through acknowledging my
values and affirming my beliefs. I was able to work with others to consciously respect differing
opinions and challenge myself to stick with my gut instinct. Additionally, I was able to make
firm decisions and set goals to develop a career path through my experiences. Finally, the
controversy on campus created a unique experience that allowed me to work through the
remaining two stages of Kohlberg’s theory concerning “human rights” and “ethical principles”.
My advisors and supervisors while at Penn State became my role models and strongest
support system for four years. I met with them on a regular basis and stopped in to their offices
more often than not. When I was struggling to find the right career path they were there to talk
me through it and unintentionally made me chase my dreams to a graduate school program in
student affairs. Again, I was able to use Erickson’s stage of Identity Development of “Intimacy
vs. Isolation” and Chickering’s vector of “Developing Mature Interpersonal Relationships” to
create a lasting bond with this group of individuals. I consider them mentors today and still reach
out to them in times of question and crisis as I go through a new stage of transition.
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Conclusion
Throughout this time of my life I was able to experience many of the theories we have
discussed in the Student Development Theory course. I was able to think outside of my personal
needs and be accountable for my actions to develop purpose and integrity. I was provided with
an immense amount of responsibility and was juggling it with a transitioning lifestyle. I grew as
a person through experiencing a new macrosystem and met some incredible, life-changing
people. Finally, I developed my own thought process and became less of a dualistic, foreclosed
thinker. I am extremely thankful to Penn State University for those four years and the
experiences that helped mold the person I am today.
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References
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, CA: John Wiley
& Sons, Inc.