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A racially mixed random sample of 247 students at a midsized public university in the Southeast completed the Student Development Task and Lifestyle Inventory at the beginning of their first year, beginning of their sophomore year, and end of their senior year (Winston, Miller & Prince, 1987). Results showed partial support of Chickering and Reisser's theory of development in that students progressed in their development along three measured vectors throughout their college career. Results contradicted the assumption that developing purpose is a vector experienced only toward the end of one's college career. Important gender differences also emerged, particularly regarding issues of tolerance. Results are discussed in light of reconsideration of the theory and implications for student affairs practice.
The psychosocial development of college students has been a central focus for researchers of college student development and student affairs practitioners for several decades. Building on early theories by Erikson (1968) and Marcia (1966), Chickering (1969) wrote one of the earliest and most influential works on the psychosocial development of college students. In his initial theory, Chickering conceptualized development as a process in which students proceed along seven vectors in a roughly sequential fashion. His original vectors linked students' college experiences to their personal development.
As Chickering's theory has been tested and refined over time it has been partly validated, partly revised, and partly reconfigured. Reisser (1995) noted that Chickering's original theory was limited in that it was based on students in small liberal arts colleges who were primarily traditionally aged students. To correct this limitation and to incorporate more than 2 decades of new research and theory, Chickering and Reisser (1993) redefined and reordered some of the vectors to provide a more accurate picture of college student development. They also included writings collected from students and professionals to bring the theory, and its vectors, to life (Reisser). This revision defined development as proceeding along the seven vectors of developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity (Chickering & Reisser; Reisser). Chickering and Reisser noted that development can be appropriately expressed as a series of steps, or vectors, a term used to convey direction and magnitude. In organizing their vectors, Chickering and Reisser noted...