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Teachable Moments: Applying Student Development Theory with Purpose

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Identify primary challenge of Identity models for fraternity/sorority members. ... with others from a variety of racial, ethnic and cultural backgrounds; ... – PowerPoint PPT presentation

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Title: Teachable Moments: Applying Student Development Theory with Purpose


1
Teachable MomentsApplying Student Development
Theory with Purpose
  • Billy Molasso, Assistant Professor
  • Counseling, Adult and Higher Education
  • Northern Illinois University
  • AFA 2005, Atlanta, GA

2
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)

3
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!

4
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

5
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?

6
Difference of Me
Gender
Class
Religion
Dominate Culture
Sexuality
Race
Disability
7
Difference of Others
Gender
Class
Religion
Dominate Culture
Sexuality
Race
Disability
8
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
9
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.

10
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.

11
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.
12
Intercultural Maturity
King, P.M. Baxter Magolda, M.B. (2005) A
developmental model of intercultural maturity.
Journal of College Student Development, 46,
571-592.
13
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.
14
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.
15
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.
16
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

17
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
18
Is this model useful to you as a
fraternity/sorority advisor?
Questions or Comments?
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