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Taking the Long Road Home: Application of Student Development Theory

Linda E. Condon

Department of Counseling, Adult and Higher Education, Northern Illinois University

HESA 522: College Student Development Theory

Dr. Carrie A. Kortegast

Oct. 11, 2020

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Taking the Long Road Home: Application of Student Development Theory

Our class had the opportunity to read Make Your Home Among Strangers (Capó Crucet, 2015) in

order to apply and understand student development theory. This novel is based upon the

fictional main character Lizet and her journey as a minority student at the prestigious college

named Rawlings. She is thrown into a world that is challenging for her to navigate with almost

every new interaction. The novel opens with Lizet attending a hearing where she is being

accused of plagiarism after writing one of her first papers at college. Lizet is then forced to get

her grades up or risk losing her one opportunity at an exclusive education reserved for students

that don’t normally look like her. She meets Ethan, an outgoing residence hall advisor, whom

she develops a friendship with and begins to experience such things as ice skating and study

groups. Meanwhile, back home in Miami her family has abruptly changed due to her parent’s

divorce and selling of Lizet’s childhood home. Lizet has left behind her sister Leidy who is

struggling in her role as a single mother to Dante, as well as her mother “Mami” who is now

unrecognizable in her quest to protest for Ariel Hernandez to remain in the United States. She

also has not spoken to her dad since leaving for Rawlings and is inconsistent with her feelings

towards Omar, the boyfriend from “back home”. Along her journey, Lizet is struggling with her

belonging both at school and in Miami. She doesn’t know which place is home, if any, and how

she fits in with her family amidst all of their new roles. I will explore these challenges in

conjunction with some of the first wave student development theories in order to provide some

context and perspective for the novel. I will first examine psychosocial identity development

using the seven vectors (Chickering & Reisser, 2011). Then, I will analyze cognitive

development theory and intercultural maturity in relation to Lizet’s character in the book.
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The Seven Developmental Vectors

According to Chickering & Reisser (2011), “development for college students, which

today includes persons of virtually all ages, is a process of infinite complexity” (p.139). This

single quote has many parallels to Lizet’s developmental path in Make Your Home Among

Strangers (Capó Crucet, 2015). The seven vectors are one of the psychosocial identity

development theories that are used to provide direction and context for development amongst

college students. The vectors are meant to also be guidelines to assess where a student might be

on their developmental path. I will illustrate how the following vectors (developing competence,

managing emotions and moving through autonomy to interdependence) correlate to Lizet’s

developmental struggles in the novel.

Developing Competence

The first of the seven vectors is developing competence. Chickering & Reisser (2011)

state that three types of competence develop in college. These include intellectual competence,

physical and manual skills, and finally interpersonal competence. Part II in Make Your Home

Among Strangers (Capó Crucet, 2015) opens with Lizet having returned to Rawlings after

Thanksgiving break. She has been anxiously awaiting the decision from the school regarding the

accusation that she committed plagiarism in one of her papers. The book goes into great detail

depicting the intimidating room complete with shields and the authoritative titles of the

committee members. The scene goes on to have one of the dean’s inform Lizet that she has

indeed been found guilty of plagiarism. At this point in the meeting Lizet still does not

understand what is going on, nor does she comprehend what effect this decision will have on her

future at Rawlings. According to Chickering & Reisser (2011) intellectual competence is skill in

using one’s mind. It also continues on in saying that intellectual competence integrates more
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points of view to make sense of our observations and experiences. Lizet appears to be at a very

base level of developing competence at this part in the novel. She has not had any experiences

that she can use or any actual knowledge related to her case that are helping her to navigate this

situation.

Managing Emotions

The second of the seven vectors is managing emotions which proposes that development

proceeds when students learn appropriate channels for releasing irritations before they explode,

dealing with fears before they immobilize, and healing emotional wounds before they infect

other relationships (Chickering & Reisser, 2011). There are many scenes in the novel that

illustrate Lizet’s low level of development for this vector. However, one of the most poignant

scenes that display her challenge with managing emotions is in chapter 28 when she was walking

back to her room and was confronted with the image of her mom on television. Lizet quickly

storms over to the TV and joins a group of other girls watching the story unfold, as Ariel

Hernandez is being sent back to Cuba. At one point during the broadcast a fellow Rawlings

student says “That’s your mother? Really?” Lizet felt the spark then, the flare that shoots up at

being challenged. Then she replies back “Yes, that’s my mom. You want to say something

about it?” (Capó Crucet, 2015, p. 289). The confrontation escalates to become physical when

Lizet deliberately steps on the other girl’s foot to challenge her. The incident calms down later

to leave Lizet regretting her actions and knowing what the girls must think of her, that she might

be representing the only Cuban they have ever interacted with.

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Moving through Autonomy to Interdependence

The third vector that I am going to discuss in relation to Lizet’s development is moving

through autonomy to interdependence. This developmental milestone for a student includes

taking responsibility for one’s own goals and being less concerned with other’s opinions

(Chickering & Reisser, 2011). Also, at a very simplistic level this vector means separation from

parents and movement more toward peers. This vector was evident during Chapter 31 when

Lizet was faced with announcing the internship to her sister Leidy. Lizet was trying to explain

that the envelope that had arrived at her home in Miami was for a summer internship. Lizet saw

the panic in her sisters’ face when she said “So wait, you’re not going to be here this summer?

You’re not coming back?” (Capó Crucet, 2015, p. 325). In that moment Lizet could not

articulate her goals and why this internship was so exciting for her. She immediately caved to

her sister and promised to return home for the summer.

Cognitive Development Theory

There are many theories that focus on the cognitive development of students, but in

general when referring to cognitive development we are trying to understand how a person

acquires knowledge, develops problem solving skills and relates to the world around them. One

particular scholar examined some of the classic cognitive development theories through a

different perspective. Taylor (2016) offered new insight into how marginalized populations

might add to these theories. It was found that with Black and Latino/a participants, their

cognitive development intersected with their racial and/or ethnic identity (Shaw, 2011, as cited in

Taylor, 2016). Throughout the book we saw Lizet struggle with her racial identity, trying to

make meaning of herself as a “Rawlings” student but also being Lizet from Miami. Lizet was

constantly impacted due to her racial identity. This was displayed during the welcome session at
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Rawlings for minority students and even carried over to social situations like the dance party that

Lizet attended with Jaquelin. During that party, with the music she had requested playing in the

background, Lizet and Jaquelin were teaching the white girls how to dance they do “back home”.

And, at one point in the book Lizet made a comment about a fellow Rawlings student stopping to

catch a glimpse of the only two Latinos he’d probably see on campus all day (Capó Crucet,

2015).

Intercultural Maturity

For this last theme I will be examining intercultural maturity which explains the ways in

which people try to understand cultural differences and how they may productively interact with

those that come from a different racial or social identity group. In Make your Home Among

Strangers (Capó Crucet, 2015) Lizet moved to Rawlings which was a predominantly white

college. Coming from a predominantly Latino/a community back in Miami, Lizet had to learn,

live and interact with the majority of students being of a different cultural background. For

example, Lizet did not want to tell her roommate that she was an Aunt, that her sister was just

one year older and already had a son. King & Baxter Magolda (2005) provided a useful guide to

reference one’s level of intercultural maturity. Lizet definitely starts out at the initial level of

development for cognitive, intrapersonal and interpersonal development. She resists challenges

to one’s own beliefs and lacks awareness of one’s own values and intersection of social identity.

However, throughout the novel I think her struggles with her own identity and her place among

her family are constantly pulling and pushing her towards an intermediate level of intercultural

maturity.
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Application and Limitations of First Wave Theories

There are many relevant applications for the first wave theories regarding student

development as well some pertinent limitations that we will examine here. As current and future

higher education professionals understanding student development should be at the very core of

our practice. In order to support students through a variety of modes, one must not only

understand where a student might be developmentally but also plan for where they want to be in

the future. As an advisor in the University Honors Program at NIU we are in the process of

implementing programming based upon the theories I have learned thus far. After reading the

King & Baxter Magolda (2005) article on intercultural maturity I discussed it with the director of

our program. We are incorporating the rubric from this article into our assessment plan as well

as trying to implement a cultural competency boot camp for our honors students. Despite the

many advantages of incorporating the first wave theories into practice there are some limitations

to be considered. One of the most important limitations for these theories is that they mostly

focus on white, male students. Many of the first wave theories are grounded in research that was

conducted decades ago and did not include marginalized populations. As a student affairs

professional it is important to note that today’s campus probably looks different than the sample

population most of these theories were developed from. That is why we must also incorporate

research from Taylor (2016) who intersects cognitive development theory with power and

privilege, and the effect that can have on student development. According to Taylor (2016)

researchers assert cognitive development as progress towards complex mental schemas.

However, they rarely focus on the impact inequality has on these mental schemas and how

marginalized students navigate this movement amidst power and privilege. In considering

additional limitations of first wave theories one must also consider the development in these
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models in not necessarily linear in nature. When examining the seven vectors it is certainly

possible for a student to be developing in more than one vector at a time. And it should also be

taken into consideration that student development may progress and then retract based upon

experiences and the related context.

Conclusion

Understanding student development theory including the basic principles of the seven

vectors as well as epistemological and intercultural development should be the foundation for

creating a robust campus atmosphere and promoting cohesion among administration, staff and

faculty. Application of these theories is arguably just as important as the comprehension of

student development. Analyzing first wave theories in conjunction with reading Make Your

Home Among Strangers (Capó Crucet, 2015) was a beneficial exercise helping to apply this

information in a related way. At times it was very hard to read the book, especially as a white

female that has not lived through some of the experiences that Lizet’s character encountered. I

had trouble understanding why Lizet shut out Ethan, why she had such a contentious relationship

with her mother and why her cousins and other family members were not openly proud of her.

But when you analyze the book through some of these theories it helps to put Lizet’s

development into perspective. It also forces you to examine your personal biases and beliefs in

order to become a better advocate for students and hopefully a more effective student affairs

professional.
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References

Capó Crucet, J. (2015). Make your home among strangers. Picador.

Chickering, A. W., & Reisser, L. (2011). Chapter 9: The seven vectors. In M. E. Wilson (Ed.)

ASHE reader series: College student development theory (pp. 139-148). New York,

NY: Learning Solutions.

King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity.

Journal of College Student Development, 46, 571-592. doi:10.1353/csd.2005.0060.

Taylor, K. (2016). Diverse and critical perspectives on cognitive development theory. New

Directions for Student Services, 2016(154), 29-41. doi: 10.1002/ss.20173