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Student Development in College


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Table of Contents

Figures and Exhibits ix About the Authors xi Acknowledgments xv Preface xix Part One: Understanding, Using, and Translating Student Development Theory 1 1 An Introduction to Student Development Theory 5 2 Foundations for Understanding Student Development Theory 19 3 Using Student Development Theory 51 Part Two: Social Identity Development 65 4 Social Identity: Concepts and Overview 71 5 Racial Identity Development 93 6 Ethnic Identity Development and Acculturation 129 7 Sexual Identity Development 156 8 Gender and Gender Identity Development 175i Contents 9 Development of Faith and Spirituality 196 10 Disability Identities and Identity Development 230 11 Social Class and Identity 243 12 Emerging Theoretical Perspectives on Student Experiences and Identities 265 Part Three: Psychosocial, Cognitive-Structural, and Integrative Development 281 13 Psychosocial Identity Development 287 14 Epistemological and Intellectual Development 314 15 Moral Development 336 16 Development of Self-Authorship 355 Part Four: Reflecting on Theory to Practice 379 17 Student Affairs Educators as Partners in Using Student Development Theory 383 18 Implications and Future Directions for Practice, Research, and Theory Development 397 Afterword 409 Appendix: Case Study Scenario: Introducing Prescott University's Selected SAHE Graduate Students 411 References 433 Index 505

About the Author

LORI D. PATTON is an associate professor in the higher education and student affairs program at Indiana University. KRISTEN A. RENN is a professor of higher, adult, and lifelong education at Michigan State University. FLORENCE M. GUIDO is a professor of higher education and student affairs leadership at the University of Northern Colorado. STEPHEN JOHN QUAYE is an associate professor in the student affairs in higher education program at Miami University.

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