Rderose_Case Analysis

8/17/2019 Rderose_Case Analysis

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Running head: CASE ANALYSIS ASSIGNMENT 1

Case Analysis Assignment

Rebecca DeRse

Lyla !ni"e#sity Chicag


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CASE ANALYSIS ASSIGNMENT $

I a%%#eciate the scial acce%tability & 'the#y gee(s) in the highe# educatin *#ld+ As

an unde#g#aduate student I en,yed cnnecting %a#alleling cmmunicatins the#y t #eal-li&e

situatins+ !n&#tunately. utside the class en"i#nment it *as *ned u%n+ The %#ima#y

the#ies synthesi/ed in this study a#e the %sychscial the#ies & Chic(e#ing and Reisse# 0123

and Ma#cia 0$44$3 and the cgniti"e the#ies & 5e##y 01673 and 8a9te# Maglda 01$3+ The

the#ies *ill be e9%licated and a%%lied t my *n #eactins and t the students Ale9 and

Maysn+ The#ies *ill &inally be a%%lied t the case study cnte9t & the student a&&ai#s &ield+

Cognitive And Psychosocial Theories

5sychscial de"el%ment is h* a %e#sn "ie*s themsel"es in #elatin t the# %e%le

and thei# en"i#nment based n the ccu##ences & a c#isis # de"el%mental tas(+ Chic(e#ing and

Reisse# 0123 and Ma#cia 0$44$3 a#e t* %#ima#y %sychscial de"el%ment the#ists+

Chic(e#ing and Reisse#s 0123 cnt#ibutin is e9%l#ing se"en identity de"el%ment "ect#s+

These "ect#s demnst#ate the %#ima#y #ealms & de"el%ment and g#*th &# cllege students

0as cited in E"ans. ;#ney. Guid. 5attn. < Renn. $4143+ Since students in the case #eact

di&&e#ently t the c#isis 'stimulus)= >asns tatt *e can in&e# the s%eci&ic de"el%mental tas(+

Sme & Chic(e#ing and Reisse#s 0123 de"el%mental "ect#s %#esented in the study include

managing autnmy. m"ing m autnmy t inte#de%endence. de"el%ing matu#e

inte#%e#snal #elatinshi%s. establishing identity. and de"el%ing integ#ity 0as cited in E"ans.

;#ney. Guid. 5attn. < Renn. $4143+ As dissnance is c#eated *ithin each "ect#. the student is

%ut in a %sitin t #enegtiate thei# %sitin *ithin that dmain+

Ma#cia 01663 e9tends E#i(sns identity de"el%ment the#y by c#a&ting statuses &# eg

identity de"el%ment+ The statuses di&&e# m E#i(sns the#y by e9%laining h* indi"iduals

#esl"e identity c#ises 0as cited in E"ans et al+. $4143+ The student statuses ccu# and t#ansitin


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CASE ANALYSIS ASSIGNMENT 2

based n 'h* yung adults e9%e#iences and #esl"es a c#isis) 0E"ans et al+. $414. %+ ?$3+ In a

late# study Ma#cia 0$44$3 #esea#ches de"el%mental lin(s bet*een identity statuses and adult

%sychscial stages+ This %#"ides cnte9t t the case study because the age and li&e e9%e#ience

& mysel& the students #e%#esents h* indi"iduals negtiate identity c#ises+

Cgniti"e de"el%ment is h* a %e#sn ma(es meaning & themsel"es. the#s. and the

en"i#nment a#und them+ It als includes a %e#sns m#al and ethical de"el%ment+ 5e##y

01673 and 8a9te# Maglda 01$3 a#e t* %#inci%al the#ists in cgniti"e de"el%ment the#y+

5e##ys 01673 intellectual and ethical de"el%ment the#y nted th#ee &#ms & de"el%ment=

dualism. multi%licity. and #elati"ism 0as cited in E"ans. ;#ney. Guid. 5attn. < Renn. $4143+

Each &#m & de"el%ment sha%es h* a %e#sn ma(es meaning th#ugh 'the e"l"ing *ays &

seeing the *#ld. (n*ledge. and educatin. "alues. and nesel&) 05e##y. 171. %+ @73+

8a9te# Magldas 01$3 mdel & e%istemlgical #e&lectin e9amines h* gende#

in&luences cgniti"e de"el%ment+ ;# e9am%le. each & the #e&lectin stages=abslute

(n*ledge. t#ansitinal (n*ledge. inde%endence. and cnte9tual (n*ledge "a#ies based n a

%e#sns gende# 0as cited in E"ans. ;#ney. Guid. 5attn. < Renn. $4143+ ing 0$443 discusses

sme & in an a#ticle n cgniti"e and m#al de"el%mental change+ 8a9te# Magldas 01$3

als &und gende#-#elated %atte#ns & indi"iduals *h e9hibit abslute and t#ansitinal (n*ing

but n gende#-#elated di&&e#ences &# indi"iduals *ith inde%endent (n*ing 0ing. $44. %+ 646-

64@3+ Ce#tain de"el%mental tas( dmains in the study demnst#ate 8a9te# Magldas 01$3

&indings #elated t gende#-#elated dis%a#ities in cgniti"e de"el%ment+

A cnnectin su#&aced in the study bet*een h* students add#esses de"el%mental tas(s

and h* meaning is made *hile na"igating the tas(+ ;# e9am%le a dualistically thin(ing student

*ill na"igate a de"el%mental tas( challenging matu#e inte#%e#snal #elatinshi%s di&&e#ently


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CASE ANALYSIS ASSIGNMENT B

than a multi%licitly thin(ing student+ This is because the #es%nse t an identity tas( # c#isis

de#i"es m h* meaning is made+ In tangent. as cm%le9ity & thin(ing e"l"es. such as

uestining (n*ledge m an auth#ity &igu#e. # see(ing (n*ledge m %ee#s # themsel"es

=a student may becme m#e sel&-di#ected and l( t the#s in %#blem-sl"ing situatins+

This is ne #easn *hy the &u# the#ists=Chic(e#ing 0163. Ma#cia 01663. 5e##y 01673 and

8a9te# Maglda 01$3. *e#e selected &# this case study analysis+ "e#la%%ing the the#ies

c#eate a &ulle# unde#standing &# student analysis in the study+

Self-Analysis: Personal Lens Of Interpretation And Biases

8e&#e beginning the analysis. it is als im%#tant t nte my inte#%#etatin biases & the

case+ ne #easn is h* this assignment c#eates a de"el%mental tas( &# my intellectual

cm%etence+ Cu##ently I am e9%e#iencing l*e# sel&-e&&icacy in the dmains & highe# educatin

&ield and student de"el%ment the#y+ Ty%ically my de&ault in l* intellectual cm%etency is

#e"e#ting t cnc#ete (n*ledge #. (n*ledge m an auth#ity+

The natu#al inclinatin is t de&lect by #et#eating 05e##y. 1713+ In this scena#i #et#eat is

in the &#m & &itting students in a s%eci&ic status # the#y "ect#+ This %hase als &its 8a9te#

Magldas 01$3 t#ansitinal (n*ledge stage since I am ma(ing meaning m sme

auth#ities and m mysel&+ Als since I am a*a#e & this de&lectin int dualistic thin(ing my

intellectual cm%etence tas( is situated in a m#at#ium stage 0Ma#cia. $44$3+ Th#ugh analysis

and a%%licatin & the the#ies my gal is t m"e t*a#d multi%licity 0# #elati"ism3+

An easie# de"el%mental tas( the study %ses is Chic(e#ings 0163 "ect# & managing

emtins and establishing identity+ My %e#snality inclinatin in this situatin is t sym%athi/e

and in a multi%licit manne# a%%#ach the students %e#s%ecti"es and cnce#ns+ I als #ecgni/e

my limited ca%acity &# sym%athy because I d nt (n* these students %e#snally n#. d I sha#e


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CASE ANALYSIS ASSIGNMENT ?

thei# same cultu#al bac(g#und # e9%e#iences+ ;# e9am%le. i& I had a >e*ish he#itage I culd be

m#e inclined t d#a* the same inte#%#etatins as Ale9+ In this *ay my #ace as *hite. #eligin as

Ch#istian. gende# as &emale and cultu#al he#itage as *este#n-Ame#ican cnt#ibutes t h* I #ead

and inte#%#et the case+

Case Synthesis Of Theories

Alex and Maysoon will be the two students analyzed in relation to the

psychosocial theories of Chickering and Reisser (1993 and Marcia (!""!#

$oth students face the sa%e de&elop%ental task of how to respond'

interpret' and approach ason and his o)ensi&e tattoo# * will co%pare and

contrast their identity de&elop%ent based on how they %ake %eaning of the

situation#

Alex: Psychosocial and Cognitive Development Theory Analysis

+he de&elop%ental task Alex is confronted with is ason,s swastika

tattoo# +his task or crisis re&eals se&eral of Chickering and Reisser (1993

&ectors of identity de&elop%ent# +hese include his ego identity status' and

the dualistic for% of cogniti&e de&elop%ent# ;# e9am%le. the tatt c#eates a

situatin that %#essu#es him t add#ess his ethnic identity. h* t manage emtins and. h* t

#es%nd in inte#%e#snal #elatinshi%s+

The tatt 'stimulus) als causes a de"el%mental tas( in his ability t manage his

emtins and maintain matu#e inte#%e#snal #elatinshi%s+ The "e#bal accusatins & his %ee#s

and nn"e#bal signs & agitatin and dist#ess demnst#ate a c#isis in bth & these a#eas+ At ne

%int Maysn is able t calm Ale9 d*n the &i#st time by "alidating his cnce#ns+ Thugh the#e

is still a c#isis %#esent. the &luctuatin & Ale9s md in #es%nse t Maysn suggests his


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identity de"el%ment in these a#eas may be in a m#at#ium status+ In the m#at#ium stage

de"el%ment can m#e easily ccu# because the#e is less & a cmmitment # #esl"e t "alues

that &#m thei# identity 0Ma#ia 174 as cited in E"ans. ;#ney. Guid. 5attn. < Renn. $4143+

Ale9s ethnic identity is als clea#ly challenged by the tatt symbl th#ugh

uncha#acte#istic "e#bal and nn"e#bal actins+ These actins include ele"ating his "ice. %acing.

and di#ect accusatins & %e%le+ In ne %a#ticula# utbu#st he sclded Shannn &# su%%#ting

'that Na/i+) This is %# management & emtins because it c#eates an unsa&e cmmunicatin

en"i#nment+ This %atte#n cntinued *hen he di#ected anthe# cmment at the Assistant Di#ect#

& Di"e#sity Initiati"es saying. i& I #eally ca#ed abut di"e#sity issues I *uld d smething abut

>asn+

These #eactins als sh* identity di&&usin and cgniti"e de&lectin 0Ma#cia. $44$

5e##y 1713+ In identity di&&usin it is easy t be islated and '"ie* the#sFin te#ms & cultu#al

clichs) 0Ma#ia. $44$. %+ 1$3+ Since Ale9 inte#%#eted the#s actins as against him his st#ming

ut & the &&ice suggests de&ensi"e beha"i#+ Als the immediate assum%tin >asn is a #acist

and the tatt is a s*asti(a demnst#ates a #igid inte#%#etatin & its signi&icance in #et#eat as a

&#m & cgniti"e de"el%ment de&lectin+

Ret#eat is a de&lectin &# dualistically thin(ing indi"iduals+ Dualistic cgniti"e

de"el%ment is *hen an indi"idual a%%#aches (n*ledge as %#"ided m auth#ity. #igid. and

in te#ms & blac( and *hite 05e##y. 171 as cited in E"ans. ;#ney. Guid. 5attn. < Renn.

$414. %+ 763+ 5e##y 01713 de&ines the dualistic de&lectin & #et#eat as #e"e#ting bac( t

'abslutism F auth#ities abandned) and a #esl"e t 'm#alistic #ighteusness) 0%+ 13+ Since

Ale9 called &# his %a#ents in%ut n the situatin. it is e"ident he is nt able t ma(e meaning


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CASE ANALYSIS ASSIGNMENT @

a%a#t m his %a#ents+ Ale9 als l(s t the Assistant Di#ect# & Di"e#sity Initiati"es t sl"e

the %#blem &# him claiming='I& yu #eally ca#eF yull &i9 this+)

Ale9s ab#asi"e #es%nses demnst#ate a mentality & abslute (n*ing+ Again. this is

demnst#ated *hen he sna%%ed at Shannn and made the cmment t*a#d the A+D+ & Di"e#sity

Initiati"es t '&i9 this+) 8a9te# Maglda 01$3 &und men *h *e#e abslute (n*e#s '#elied

n inte#actins *ith the#s t test and demnst#ate thei# unde#standing. "alue autnmy. and

th#ugh thei# em%hasis n achie"ement. may be seen as cm%etiti"e) 0as cited in ing. $44. %+

6463+

Application of theories: response to Alex. ne gal in *#(ing *ith

Ale9 is t hel% him cnst#ucti"ely c%e *ith the identity c#ises+ Halidating his emtins is ne

%lace t sta#t+ 8e&#e seeing the email m >asn I *as als u%set abut the situatin+ Thugh

Maysn seemed t hel% mitigate the utbu#st #es%nses. meeting *ith Ale9 ne-n-ne may

hel% him bette# %#cessing the situatin+

He#bally %#cessing *ith Ale9 may m"e him m dualistic t multi%licit meaning

ma(ing+ ;# instance uestins and thin(ing ut lud can hel% him e9%l#e >asns tatt m

Shannns %e#s%ecti"e and nt assume he is a #acist+ E9%l#ing *hat euity &# students n

cam%us is anthe# *ay t hel% Ale9 ma(e meaning di&&e#ently and cnst#ucti"ely unde#ta(e

identity de"el%ment tas(s+ Des #em"ing >asn hel% # is the#e anthe# *ay t #esl"e the

cnce#n the# uestins t %#be the cn"e#satin #e"l"e a#und his %#e"ius e9%e#ience n

cam%us=%a#ticula#ly %e#taining t his leade#shi% as the 5#esident & Inte#&aith Cuncil+ I& *e can

#et#s%ecti"ely l( at his de"el%ment th#ugh %siti"e and negati"e di"e#sity e9%e#iences. it

may hel% him s&ten n cmmitments made in the &#eclsu#e status+ This shi&t t a m#at#ium

%hase can begin t hel% him ente#tain a multi%licit *ay & a%%#aching the situatin+ As


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demnst#ated *ith Maysn. this multi%licit cgniti"e de"el%ment *ill hel% him na"igate the#

identity de"el%mental tas(s in a cnst#ucti"e manne#+

Maysoon: Psychosocial and Cognitive Development Theory Analysis

Maysn. thugh still a&&ected by the distu#bance & the tatt seemed t bette# add#ess

the de"el%mental tas(s by e9hibiting matu#e inte#%e#snal #elatinshi%s+ Se"e#al times in the

case she becmes cnce#ned # *##ied abut the# students+ These emtins seem a%%#%#iate

gi"en the situatin+ Maysn a%%ea#s in cnt#l & he# emtins and engages in cn"e#satins t

hel% deescalate the c#isis+ Je# s%ea(ing *ith the A+D+ & Di"e#sity Initiati"es and %lan t gathe#

u%set student athletes e9em%li&ies being able t ha"e matu#e inte#%e#snal #elatinshi%s+

;cusing n the actin & Maysns %ee#s actins demnst#ate humani/ing "alues+

Chic(e#ing and Reisse# 0123 e9%lain h* this de"el%ment & integ#ity ccu#s *hen an

indi"idual 'usKes %#inci%led thin(ing in balancing nes *n sel&-inte#est *ith the inte#ests &)

the#s 0%+ ?13+ In the meeting she e9%#esses s%eci&ic cnce#n &# the #is(s %sed t the

cmmunity. the #e%utatin & the athlete cmmunity. and &ell* seni# students l(ing t

g#aduate+ The cnce#n &# the#s

Maysn a%%ea#s t ha"e minimal inte#nal # %e#snal c#isis in this situatin+ She des

nt seem t &it Ma#cias 01743 identity statuses li(e Ale9 because she is nt uestining he#sel&

in the situatin but as(ing uestins abut h* t #es%nd t %ee#s+ The inte#%e#snal natu#e &

this inte#actin is anthe# a#ea & g#*th and de"el%ment+ >sselsns 01@7. 113 indicates

*men in the identity achie"ement status "alue #elatinshi%s and see( t maintain balance 0as

cited in E"ans. ;#ney. Guid. 5attn. < Renn. $414. %+ ?63+ This is ne #easn I belie"e he# age

and gende# cnt#ibute t h* she is #es%nding t the situatin+


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CASE ANALYSIS ASSIGNMENT

Maysn is ne e9am%le & h* meaning ma(ing &#m assists in ability t sl"e

de"el%mental tas(s+ Cgniti"ely Maysn demnst#ates multi%licity in engaging the %ee#-t-

%ee# tensin Since she is able t hld m#e than ne "ie* and des nt &eel the need t #ely n an

auth#ity &# a decisin. she can bette# c%e *ith inte#%e#snal de"el%mental tas(s+

In cnt#ast t Ale9 *h de&lects in %ee#-t-%ee# tensin. he# cgniti"e ability t na"igate

c#isis all*s he# t "alue %e#s%ecti"es m a "a#iety & (n*e#s 05e##y 167. 171 as cited in

E"ans. ;#ney. Guid. 5attn. < Renn. $414. %+ 763+ Instead & de&lecting Maysn desi#es t

cn"ene *ith he# %ee#s and tal( abut the issue+ 8a9te# Maglda 01$3 de&ines this as

t#ansitinal (n*ing 0as cited in ing. $44. %+ 6463+ It *as disc"e#ed t#ansitinal (n*e#s

0ty%ically &emales3 "alue the cllectin & ideas th#ugh %ee#s-t-%ee# 08a9te# Maglda 1$.

%+B7. as cited in ing. $44. %+ 6463+ Maysns cnsultatin *ith the A+D+ & Di"e#sity Initiati"e

als #e%#esents multi%licit %#elegitimate+ This ty%e & multi%licit thin(ing 5e##y 01713 de&ines as

#eliance n auth#ity &# mediatin instead & decisin-ma(ing 0%+ 713+ In bth cases these a#e

much healthie# &#ms &# add#essing de"el%mental tas(s+

Application of theories: response to Maysoon. -ne goal in

working with Maysoon is to a.r% her constructi&e resolution to %eet with

the /tudent Athlete Association# Maysoon also responsibly %anaged tensions

between Alex and /hannon# 0arlier in the %eeting when Alex rst showed

signs of being upset she &alidated his feelings by expressing e%pathy# *n the

second con2ict situation' Maysoon u%ped in when Alex snapped at /hannon

and did not look to the authority to bring the% back to the con&ersation# +his

support will help her ha&e a stronger resol&e in the identity de&elop%ent of

%ature interpersonal relationships#


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Application of theories: response to Jason, Shannon, and the

rest of camps. +o further resol&e the issue * %y plan is to also %eet with

/hannon and ason indi&idually before deciding if so%ething needs to be

addressed ca%pus4wide# 5irst in %eeting with /hannon * would encourage

her concerns about the gy% being a /afe 6one# +hen * would help her

organization' 7ender and /exuality Alliance' schedule a %eeting with the

Ca%pus Recreation sta) to &oice their concerns# *n this way we can

collecti&ely discuss who feels threatened' why' and how to re4establish the

space as safe#

*n %y %eeting with ason' * would thank hi% for the thoughtful e4%ail

and article# My goal in this %eeting is to ensure he feels welco%ed on

ca%pus but also help hi% understand how his tattoo %akes people feel

unsafe# Although * a% glad he is aware of the con2ict and %ade an e)ort to

%itigate the situation' it is necessary to address how the context of our

uni&ersity in the 8nited /tates' %akes it di.cult for people not to recognize

the sy%bol as a swastika# /econdly' * would dialogue with hi% about we can

%o&e forward# astly' * think collaborate co%ing up with a solution to share

his infor%ation in another for% besides the newsletter would be %ore

benecial#

Theory Application and Critiques

The students in the case #e%#esent h* a cmmunity #es%nds t scial ,ustice issues+

Ru#al !ni"e#sity 0R!3 as a la#ge. %#edminantly *hite institutin a%%#aches issues & di"e#sity

di&&e#ently than the# *ith a di"e#se cam%us+ The cam%us demg#a%hic in&#matin %#"ides


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s%eci&ic en"i#nmental and st#uctu#al cm%nents t a%%licatin the %sychscial and cgniti"e

de"el%ment the#ies+ 5%e 0$4443. an identity de"el%ment the#ist and #esea#che#. suggests

that additinal su%%#t is needed &# cllege students & cl# in #esl"ing the %sychscial

de"el%mental tas( & identity 0%+ 243+ My suggestin is t integ#ate su%%#t *ithin the st#uctu#e

& the institutin #athe# than launching a ne* %#g#am # Tas( ;#ce+ ne e9am%le & st#uctu#al

integ#atin is t#aining student a&&ai#s sta&& n h* t c#eate euitable and sa&e s%aces &# students+

This *ay a sta&& membe# is eui%%ed t challenge thse *h th#eaten a sa&e en"i#nment # they

can %#"ide a sa&e s%ace &# students & cl# t "e#bally %#cess e9%e#iences n cam%us that

%sed a c#isis # identity de"el%mental tas(+

Jel%ing students cnst#ucti"ely #esl"e and add#ess c#ises # de"el%mental tas(s is ne

c#itiue t the ea#ly %sychscial and cgniti"e the#ists+ ;# e9am%le. dualistic meaning ma(e#s

culd #esl"e an identity tas( %#ly and #ein&#ce an inc##ect %e#s%ecti"e *ithut %#%e#

su%%#t+ ;# e9am%le. #esl"e a ste#ety%e # mic#-agg#essi"e beha"i#+ dama et al+ 0$4413

alludes t this *hen c#itici/ing identity the#y de"el%ment 0Chic(e#ing16l Chic(e#ing <

Reisse#. 123 &# nt 'ta(King int &ull accunt the natu#e and e&&ects & an %%#essi"e sciety)

0dmama. McE*en. Liang. < Lee. $4413+

Intentinally st#uctu#ing su%%#t &# %sychscial and cgniti"e identity de"el%ment

culd als be &acilitated th#ugh cu##icula# lea#ning en"i#nments+ Establishing lea#ning

utcmes that &cus n cgniti"e de"el%ment can hel% students #esl"e identity de"el%ment

tas(s and (n*ledge c#isis in this *ay c#eates a m#e cnst#ucti"e g#*th %#cess+ As mentined

ea#lie#. Maysn e"idenced this as he# multi%licit thin(ing hel%ed he# t bette# na"igate identity

de"el%ment tas(s+ This is als *hy the cu##icula# setting hel%s students de"el% a m#e cm%le9

*ays & meaning ma(ing+ 8a9te# Maglda et al+ 0$41$3 &und this change ta(e %lace *ith &i#st


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CASE ANALYSIS ASSIGNMENT 1$

yea# students in the academic class#m setting+ In this lea#ning en"i#nment students can l(

c#itically at thei# *n identities and %#e"ius (n*ledge th#ugh #e&lectin+

Concluding Thoughts

Tday the#e a#e a "a#iety & &act#s that in&luence students %sychscial and cgniti"e

de"el%ment+ As the Assistant Di#ect# & Di"e#sity Initiati"es my "e#a#ching gals in this

situatin is t c#eate a sa&e. euitable s%ace &# students and (ee% students de"el%mentally in

%#cess+ Since de"el%mental tas(s and meaning-ma(ing abilities di&&e# &# Ale9. Maysn.

Shannn. and >asn. a di&&e#ent a%%#ach &# each *as needed+ ;amilia#ity *ith h* indi"iduals

ente# identity de"el%mental tas(s. identity c#isis. and ma(ing meaning *ill hel% student a&&ai#s

%#actitine#s na"igate the changing lea#ne# demg#a%hic+


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eferences

Chic(e#ing. A+ +. < Reisse#. L+ 0123+ Education and Identity. San ;#ancisc: >ssey-8ass+

E"ans. N+ >+. ;#ney. D+ S+. Guid. ;+ M+. 5attn. L+ D+. < Renn. + A+ 0$4143+ Student

Development in College; theory, research, and practice 0$nd Editin ed+3+ San

;#ancisc: >ssey-8ass+

ing. 5+ M+ 0$443+ 5#inci%les & De"el%ment and De"el%mental Change !nde#lying

The#ies & Cgniti"e and M#al De"el%ment+ Journal of College Student

Development , 50 063. ?@-6$4+ di: 14+12?2csd+4+414B

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