Teachable Moments: Applying Student Development Theory with Purpose

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Teachable MomentsApplying Student Development
Theory with Purpose

• Billy Molasso, Assistant Professor
• Counseling, Adult and Higher Education
• Northern Illinois University
• AFA 2005, Atlanta, GA

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Nov05 JCSD

• Journal of College Student Development
  (November-December, 2005 Issue)
• Developmental Model of Intercultural Maturity
  (King Baxter Magolda, 2005)
• Developing a Leadership Identity (Komives, Owen,
  Longerbeam, Mainella, Osteen, 2005)
• Action-Oriented Democratic Outcomes (Zuniga,
  Williams Berger, 2005)
• Creating Crossroads for Self-Authorship
  (Pizzolato, 2005)

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Teachable Moments

• What are some incidents you have had with your
  students (or heard about) as it relates to issues
  of difference?
• Think about these incidents as teachable moments!

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Agenda

• Review Identity Development Models
• Identify primary challenge of Identity models for
  fraternity/sorority members.
• Explore Intercultural Maturity Model
• Identify specific teachable moments in which we
  can take advantage of the Intercultural Maturity
  Model

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Questions

• From your student development theory class in
  grad school, what are some of the Identity
  Development Models that you studied?
• When we think about how our members discover
  issues of difference, what is the problem with
  most of these models?

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Difference of Me
Gender
Class
Religion
Dominate Culture
Sexuality
Race
Disability
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Difference of Others
Gender
Class
Religion
Dominate Culture
Sexuality
Race
Disability
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Need

• Students with an appreciation for difference
• are better prepared to understand, learn from
  and collaborate with others from a variety of
  racial, ethnic and cultural backgrounds
• demonstrate creative problem solving by
  integrating differing perspectives
• exhibit the skills required for good teamwork
• demonstrate more effective responsiveness to the
  needs of all types of consumers. (p. 6)

Fortune 500 corporations file brief in support of
diversity in higher education (2000, October 16).
On-line press release. http//www.umich.edu/ure
l/admissions/releases/fortune.html
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Need

• 4 AFA Core Competencies
• Assists community leaders in facilitating the
  long standing shared values of fraternities and
  sororities in an increasingly pluralistic
  society.
• Utilizes knowledge of student development theory
  and higher education issues when working with
  students.
• Serves as a resource for organization leaders to
  understand the diversification of campus
  communities and society and the impact of this on
  fraternities and sororities.
• Manages and effectively resolves crisis
  situations resulting in more informed and
  educated students.

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Comparing Terms

• Difference vs Diversity.
• More inclusive of the range of uniqueness among
  our students.
• Intercultural vs Multicultural.
• Both domestic and international.
• Implies interaction between cultures.
• Maturity vs Competency.
• Implies application.

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Intercultural Consciousness
Landreman, L. (2003). A multidemensional model of
intercultural consciousness A reconceptualization
of multicultural competence. Paper presented at
the Annual Meeting of ASHE, Portland, OR.
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Intercultural Maturity
King, P.M. Baxter Magolda, M.B. (2005) A
developmental model of intercultural maturity.
Journal of College Student Development, 46,
571-592.
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Cognitive

• Initial. Assumes knowledge is certain and
  categorizes knowledge as right and wrong is
  naïve above different cultural practices and
  values resists challenges to ones own beliefs
  and views differing cultural perspectives as
  wrong.
• Intermediate. Evolving awareness and acceptance
  of uncertainty and multiple perspectives ability
  to shift from accepting authoritys knowledge
  claims to personal processes for adopting
  knowledge claims.
• Mature. Ability to consciously shift perspectives
  and behaviors into an alternative cultural
  worldview and to use multiple cultural frames.

King, P.M. Baxter Magolda, M.B. (2005) A
developmental model of intercultural maturity.
Journal of College Student Development, 46,
571-592.
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Intrapersonal

• Initial. Lack of awareness of ones own values
  and intersection of social identity lack of
  understanding of other cultures.
• Intermediate. Evolving sense of identity as
  distinct from external others perceptions
  tension between external and internal definitions
  prompts self-exploration.
• Mature. Capacity to create an internal self that
  openly engages challenges to ones views and
  beliefs and that considers social identities in a
  global national context integrates aspects of
  self into ones identity.

King, P.M. Baxter Magolda, M.B. (2005) A
developmental model of intercultural maturity.
Journal of College Student Development, 46,
571-592.
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Interpersonal

• Initial. Dependent relations with similar others
  is a primary source of identity and social
  affirmation perspectives of different others are
  viewed as wrong awareness of how social systems
  affect group norms and intergroup differences is
  lacking.
• Intermediate. Willingness to interact with
  diverse others and refrain from judgment relies
  of independent relations in which multiple
  perspectives exist.
• Mature. Capacity to engage in meaningful,
  independent relationships with diverse others
  that are grounded in an understanding and
  appreciation for human differences understanding
  of ways individual and community practices affect
  social systems willing to work for the rights of
  others.

King, P.M. Baxter Magolda, M.B. (2005) A
developmental model of intercultural maturity.
Journal of College Student Development, 46,
571-592.
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Small Groups

• In small groups, identify specific strategies
  that you can do as a fraternity/sorority advisor
  to assist students progress through the levels of
  development for
• Cognitive Domain
• Intrapersonal Domain
• Interpersonal Domain

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Teachable Moments

• Who are we?
• Where are we?
• Where do we want to be?
• What will we do as individuals and with others to
  make a difference?

Adapted from One America Dialogue Guide
Conducting an Effective Community Dialogue on Race
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Is this model useful to you as a
fraternity/sorority advisor?
Questions or Comments?