Chickering’s 7 Vectors of student development (1993) is based on the notion that development is a combination of internal maturation, appropriate challenges, and support from the environment. The model deals with self-identity and also establishing mature relationships and a personal value system. He strongly supports the notion of “interdependence” not “individual independence” as a psycho-social goal of development, which is useful in our international community in which some family structures may be more focused on collective (rather than individualistic) decision-making and action . Each vector involves developing a skill that answers a particular question and brings with it a sense of competence and confidence
Generally, in 1st and 2nd year among traditionally aged students (17-19 years) and young adult-aged students, the tasks are:
Generally, among 3rd and 4th year students, the developmental task focuses on:
For many, the early adult years following graduation focus on:
Reference: Chickering, Arthur W., and Reisser, Linda,
Education and Identity, 1993, 2nd ed., San Francisco: Josey-Bass
Perry (1970) focused on intellectual development during the
college years among American male post-secondary students, and his
research has since been expanded to include female students. The work
allows faculty to understand the development of how the student
learns, reasons and understands so that curriculum can be shaped
accordingly. The ideas can be extrapolated to help parents understand
the changing way in which their student will think and understand their
Generally, students engage in the following types of thinking as they proceed through university, and beyond:
In 1st and 2nd year dualistic thinking (knowledge is absolute and knowable) predominates. The discussions you have with your student may reveal fairly fixed attitudes and opinions, which reflect an “all or nothing” or “right or wrong” style of thinking. With practice, and feedback they will begin to develop more complex forms of thinking and understanding.
In 3rd and 4th year, multiplistic thinking is developing. This involves recognizing that knowledge is diverse and uncertain. Your student may express greater interest in viewing an issue from many perspectives, or be uncomfortable with the new notion of “no single right way”. The deep questions of existence identified by Chickering suggest the ability of young people to engage in this complex, uncertain thinking.
Early in graduate school, students develop relativistic thinking (contextual thinking) in which circumstances take on greater importance than previously, and the merits of potentially opposing views can be evaluated. Discussions with your student may reveal thoughtful evaluation, including opinions that may differ from your own.
As a mature adult in the upper years of graduate school, or in the work-world, integrated thinking (constructed knowledge) may be achieved. The past experiences, personal awareness of priorities and values, and accumulated knowledge enable the individual to think in a rich and creative way and to accept the possibility of incomplete understanding. If the individual develops a world view or follows an approach to solving problems that is consistent with their beliefs, they demonstrate what Chickering refers to as integrity.