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A longitudinal study of Chickering and Reisser’s vectors: Exploring gender differences and implications for refining the theory.
Journal of College Student Development (2005)
  • John D. Foubert, Oklahoma State University
  • Monica Nixon, Seattle University
  • Shamim Sisson, University of Virginia - Main Campus
  • Amy B Barners, Ohio State University - Main Campus
Abstract
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.
Keywords
  • Chickering,
  • Pyschosocial Development,
  • Gender Differences,
  • Purpose,
  • longitudinal,
  • SDTLI
Publication Date
2005
Citation Information
John D. Foubert, Monica Nixon, Shamim Sisson and Amy B Barners. "A longitudinal study of Chickering and Reisser’s vectors: Exploring gender differences and implications for refining the theory." Journal of College Student Development Vol. 46 (2005)
Available at: http://works.bepress.com/john_foubert/26/