This artifact, titled Understanding First Generation Students of Color College Development was

submitted for ELPS 433: Student Development in Higher Education. This assignment
demonstrates the learning outcome of analytical inquiry in many areas. The objective of this
assignment was to review existing literature on this student population as it relates to their
development in terms of cognitive, psychosocial, and social identity development.
Conducting research, analyzing the literature, and applying it to the different development stages
of students of color (Asian Americans, Latinos/as, & Black Americans) shows that I am able to
interpret and assess students development grounded in evidence of research and course content
to support my claims. Furthermore, this assignment demonstrated my ability to analyze various
cultural, historical structures, models, policies, and professional practices from multiple
perspectives. This developmental synthesis required me to evaluate the varying experiences of
students of color and how those experiences contribute to their social, cognitive, and
psychosocial development. In addition, I was able to make logical justifications for why these
student development theories support or fail to support the growth and development of these
students of color.
Finally, this paper provided me room to offer my own suggestions to further the development of
these students. As diversity in higher education continues to grow, it is imperative that student
affairs practitioners understand and consider the unique needs of these students of color so as to
construct and implement effective developmental interventions.