Patrick’s Revolutionary Theory

of Infinite Complexity
Academically Assembled by:
Amy Bielicki, Jaimee Maddox, Kimberly Kuspa, and Oscar Alvarez
(The International Justice League of Super Acquaintances)
Student Identity
• Student Identity:
• Students of color in leadership positions, either as defined by
the Western Leader positions or as defined by serving in an
executive board position within a registered student
organization
• Students:

Pearl Gary
Karen Sandy
Trustworthiness

• Credibility
• Transferability
• Dependability
• Confirmability
Patrick’s Theory of Infinite Complexity: Design

• Solar System - continuously

expanding, ever changing,
unlimited in possibilities

• The Themes - commonalities

associated between each of the
interviewees
 Age: 0-6
Patrick’s Theory 7-12
13-18
19-24
Planetary Tilt: Interpersonal
Planetary Rotation: Intrapersonal 1
2
Planetary Color: Cognitive
Planetary Distance: Time

Planetary Tilt (Inter) Planetary Rotation (Intra) Planetary Color (Cognitive)

Active Rightside up Facing Patrick A colorful planet

Passive Upside down Facing away from Patrick A monochrome or black and
white planet
 Planetary Planetary Rotation Planetary Color
Tilt (Inter) (Intra) (Cognitive)

Family Active Rightside

up
Facing Patrick A colorful planet

Passive Upside Facing away from A monochrome

down Patrick planet

Age: 0-6
Family 7-12
13-18
19-24

“My
“I“Isaid
“My mom
had bye
parents, and
a third my
to everyone
they
grade sister.
didn’t and
spellingMy
gothenfamily's
to I got
college
bee. very
I didn’tto, so
my weird.
mom
they
know We
and have
really
about she
kind
it untilweirdly
couldn’t
of wanted close
look
last minute, meatrelationships
me
toandseebecause
I -wanted with
they kindshe oneputfor
was
to apply
of it it
“I
“Myhad
“‘Do a counselor
parents,
you feel at the time who went to Western, she was an alum, we had other teachers that
“when
another.
“She
somy
crying
on
“So I was
likeonly
and asyou
IFamily’s
had
was
shoulders
eventhe like
soon
one
with
know,
like
three,
so we
very
one
Imy
as
person
we’re
put
shethey’re
night
lookeddad too
important.
I cries
mad went tomuch
was
at
at
doing
then
the
to,
eachIt's
study stress
aweird.
the
incarcerated
Iother
who great
have
colleges on
words
to
always job
we’ll
you
Fun
for
cry,
for raising
because
fact,
and
eight
so
myself.
helped
show my my
then me,
mom
You
buy
up it
to
Ianything
mom
years. know
but
was was
And
know,
a
Ijust
and
family
think,
you’re
I my
like,
so it's
both
went
if myyou
step
“You
party,
in
just
of
onmomcollege
know,
mom
and know,
my
us
tours
we mom
crying some
are
andand
couldn't
won’tbest
you’reyou’re
with
and
theythings
friends.
mygonna that
children
afford
want dad
it.
to
came
“I was
away “My
here.always
and soon
They
we to
were
told,
expect be
‘Goaunt,
like,
you tomy
to her
do name’s
‘Icollege,
love it,finish
this. itIs India
was
ittwohigh
too Smith.
awesome,
school.
much?’ She
and was
great
Don’t
I’m the
stay
like, director
experience.’”here.
‘It canYouof
be, the
“‘Iand
can
but teen
don't be
Iwas program
know,
more.’”
understand at
I don't the
of
your
was
They
be five.”
parents
studylike
there sit
recommended
Bought one
us “They
‘stopmay
together me
Christmas
because told
lack
crying.
night like
and
some
we’re me
in
It’s
a
drink
gifts
mad
teaching
if dad
okay.’
hundred together,
colleges,
atmy
each was
you,
So
words,
but
momother in
then
eat
they astronaut
somebody
we hugged
hundred
together,
really
couldn't
because get school.
else
talk
wanted
it
we’re
takes
and
words?”
forabout
me
us,
mad I was
up
were my
to
was
at
on,
And about
like
dad
find you
I
always
them, a eight
learn
‘okay,
was
together.
place
butthere upon
bye’
like,
where
we’ll I
and
“Yeah,
Like,
for
be usI it's
was
to
there like,
yourself,
‘take
I’mma
just ‘My
and
care.’
gonna
make do
weird.
becausesure dad
fitmy
We
it.”
in,…
that is
know
aunt
why if
kindYWCA
youI can dothat
that
ofexperience
guys
like are I was
brought
trying a
actually.
thatpart I
to more,
pushof.
don’t
side And
that
me know she
because
my got
if I
parents me
can
you my first
actually
didn’t
guys job.”
be away from home.’”
Wenot
where
weBut
that’shadin
throw
started that
what astronaut
Imore family
wanted
clothes
family toschool
crying
on parties
and
go,
our as no
backs
just
does.” together.”
then
long she he's
left.
as their
and
basically we were
taught in was
It jail.
paycheck
good.
me Stop
the
to issad
She partdon’t
lying
around.”
always had have
toofme
to
think a or
want
grow didn’t
about upme
people.’”
movie really
to just
when
quickly.”
things you teach
take
you’re know ame.”
low-paying
watching
and neverthemrush
job.’”
leave and the carnever,
into decisions, travelsyou when know,you’re outside and
do anything rashyou’re
because likethere’s
a sad dog. always That was me”
a reason behind it.”
 Planetary Planetary Rotation Planetary Color
Tilt (Inter) (Intra) (Cognitive)

Success Active Rightside

up
Facing Patrick A colorful planet

Passive Upside Facing away from A monochrome

down Patrick planet

Age: 0-6
Success 7-12
13-18
19-24

“Then as I“Iadvanced
had a third higher
grade [inspelling
martial bee…
arts], IThey started to see
asked [my
mepassing
to so teacher]
spell was showing
“capital.” Itand
wasI got favoritism
the capital to his
like amy other students.
letter,
“NAACP
“I
And…“Yes, knew
that we
kind I had
wanted
are
of a
all
like black
to do excellence
something
multicultural,
made me not but
want ball,
with
weto and
come
do they
politicalfrom
martial were
science,
different
arts anymore. I out
was awards,
backgrounds,
It going
was to
justsominor
we
that in
have
schoolthe
it last
and
different
was I award
had
hurting ofmytheexperience.
U.S
principles
“And, “yeah
“So,
not I was
my
the this
life
capitol is
only what
like
wasn’t
of I want
all of
easy,
like a 10to
but
place, do”
years
I soam because
I old and
thankful
switched IIhate
didn't
for
it that
the
up knowthe
role
wrong system
what
that I have
basically. can
that convict
was
gotten
But until
thaton an
I and innocent
went now
experience to my
thatperson
justmom
I'm or
and
here
basically was
night,
History which
class isdifferent
and like the school,
I don’t biggest
know award,
if itput and Iclass
didn’t or even know I try
was being nominated forgoing
it. So that
Iwas
and foundations, so being able to asidethe my own the professor, but Irelate
thought that this isstuff
what I school.
want tosomething
So when I“I
like, ‘Iwas
went
you
taught
like just
“Western
know,
got aagot
to
me part
asemester
has
toget of
called twoaor
asomeone
top
always programs
cockroach,
law [the]
program.
think
so more
to about which
time
finish don't
I’mthan
things
and was
know
experience
going
you
leave. was
to
someone
know
And goidentity
Snowball
what and
that
better.
there.
who
and
I'm
and
Peer
is.’
So
So
did
never
thankful And
that
it
the was tointo
Leaders…”‘No,
so
lets
same
rush
for that
me
like
the made
one
crime tobecause
knowofthem
decisions,
experiences.”me
myyou're
that beand
in
top even
of
never, life, iflike
choices.
theyou to
moreyou
color that”
proud
Then
know,oflovedo of
reminded
study
“If for
“You’re
IYou
don’t me
the
getso that
rest of whatever
my
argumentative.
it, it’s not life.
gonnaI’m
‘NoYoudoing,
forensic
need whether
– chemistry
you it’s
should just
forbe like
me!’
a encouraging
I
lawyer.” guess I it
was people
worked
like, to
out
“Yeah, go to
because
I class
want or
looking
to just
be. back
continue
whoto Ido
like
theiram have
itas
in
anything even
school
skin no
arash
or ifchoice.’”
Latina,you’re
Ibecause
was
something and like hurt
having
want
hearing,
there’s to
that. go
“Yeah, me,
aalways
badSo but if Itodo
toexperience
Icollege
a reason
want and get
withto itWestern”
being
behind
go into it,Ithe
know
don’t
a woman
it, I but
something
system canand
blame try
the
from
and toplace
trying
deeper help
some
actually out
toand
of
aboutmake
my
help our
make
it.” asituations.
peopledifference.”
other and justIyour
theclassmates,
place did experience
Iholding
was like
Thank
it, don’t
that you and myself
here ‘I
want don’t
you. at
toI do.
I we’ll
am knowa
now!” certain
really howlikestandard,
the
to arguesmell toof keep
blood
anything.” doing
and it and
opening know guts that
and somebody’s
stuff’ always
so...yeah” watching. So I do
make
“oh wowa difference beStill continue
in their
going what
life.”together.”
there you want to do, you just might have to do it somewhere different.”
my best to... just be a good student, be a good role model for those that are younger.”
 Planetary Planetary Rotation Planetary Color
Tilt (Inter) (Intra) (Cognitive)

Peer Relationships Active Rightside

up
Facing Patrick A colorful planet

Passive Upside Facing away from A monochrome

down Patrick planet

Peer Age: 0-6

Relationships
7-12
13-18
19-24

“I
“Itgot
was
“Ihere
was fun
just
a“The and
just
like
leaderhigh my
having
the
of RA that
was
position
that
school and outlet
abecause
then
I went part
to and
of
peer the
knowing
like dance
I said
leaders,
it was only company
itsomeone
I like
was allows here,
already
me
like,people
200 kind ...I
toofthere,just
belikeautomatically
asomade
there for
peer
by me mecoming
feel
others, wentclose
you
counselor...I theretoand
know.
would
here, home
my declared
Itjustand
puts methen
help as aI
them
“Yes,
minor
gravitated
find inmy
tools wethatarethey
freshman
toward
a position all multicultural,
hall
can
ofwhereyear.”
gov
help because
“So
I have my
better but
adapt
certain we come
sophomore
my RAto just
being
knowledge from
year
keptofisdifferent
like pushing
when
in a new
certain backgrounds,
Ithings
us
pledged
to
school go, my
and
or
around so we
organization
Ithe
wasn’t
better have
adaptdoing
building, different
and
atolot anything
ofthen
better
you Iprinciples
just
so their
improve
know.
horizons
“This is the interests and
type of experience what I want –tolike
people givethe to interests
other people.I had Iinwant
high toschool,
give someone my
the
academics
and
everytime
Certain
gravitated and
foundations,
she things
came
places
more
friends solike
where
towards
didn’t being
knockingthat.”
you
that able
Ineed
and wasto to
putgo.
taking aside
always in my
Just the own
room,
a resource.
leadership roles identity
soKnowing
and and
I trying
was try
like
to ‘I
that to relate
guess
you
make to playing
I’ll
awon’t them
go and
betolost
statement. the stuff like
meetings’
because
Abasketball.
woman that”
and I
I can
experience thathave. They
I didn't were
have withcomplete
my firstopposites.
RA.” They loved sports and
empowerment
was super
help involved
you.
I love and cultural
And
watching ifwith that
I can’t awareness
wrestlingand and
help IHC”
you,you and
I canjust educating
direct
know you
that to more
type somebody
of about
stuff, all of
that
comic canour
books philanthropies
helpandyou.”
stuff.” that we have.”
Theory in Comparison: Psychosocial

Parallels Differences
● Share interpersonal and intrapersonal ● Vectors vs. themes
components ● Account for environmental influences
● Multiple components that can happen
at the same time

(Chickering & Reisser; Evans, Forney, Guido, Patton, & Renn, 2010)
Theory in Comparison: Social Identity

Parallels Differences
● Intrapersonal and interpersonal ● Phases or stages
● Focus on racial identity ● Specifying race

(Cross, 1995)
Theory in Comparison: Moral and Cognitive

Parallels Differences
● Focus on family and community ● Gender identity
● “Development in all transition and ● Stages or levels
‘stage’ only resting points, along the
way.”

(Kohlberg, 1975; Perry, 1972)

Theory in Comparison: Adult

Parallels Differences
● Development through time/fluid ● Distinction between types of knowing
movement (absolute, transitional, contextual)
● Interpersonal, intrapersonal, and
cognitive/epistemological
● Interconnections between dimensions
● Does not have an end state;
continual development
● Subject/object and passive/active

(Baxter Magolda, 2004; Kegan 1994)

References
Baxter Magolda, M.B. (2004). Learning partnerships model: A framework for promoting self-authorship.
Sterling, VA: Stylus Publishing.

Chickering, A.W. & Reisser, L. Education and identity (2nd Ed). Jossey Bass. San Francisco, CA. 43-52

Cross, W.E. (1995). The psychology of nigrescence: Revising the Cross model. The Handbook of Multicultural
Counseling. Thousand Oaks, CA: Sage. (93-122)

Evans, N.J., Forney, D.S., Guideo, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college:
Theory, research, and practice, 2 (ed), Jossey-Bass: San Francisco: CA.

Gilligan, C. (1985). In a different voice: Women’s conceptions of self and of morality. In H. Einstein &

A. Jordine (Eds.), The future of difference. New Brunswick, NJ: Rutgers University Press.

Guba, E.G., & Lincoln, Y.S. (1989). Fourth generation evaluation. Thousand Oaks, CA: Sage.
References cont.
Helms, J.E. (1995). An update of Helm’s White and people of color racial identity models. In J.M.

Casas, L.A. Suzuki, & C.M. Alexander (eds.), Handbook of multicultural counseling (pp. 181-198).

Thousand Oaks, CA: Sage.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University
Press.

Kohlberg, L. (1975). The cognitive-developmental approach to moral education. Phi Delta Kappan, 670- 677.

Perry, W.G. (1981). Cognitive and ethical growth: The making of meaning. In A.W. Chickering & Associates
(eds.), The modern American college (pp. 76-116). San Francisco, CA: Jossey-Bass.

Torres, V., & Baxter Magolda, M.B. (2004). Reconstructing Latino identity: The influence of cognitive

development on the ethnic identity process of Latino students. Journal of College Student

Development, 45, 333-347.