Abstract

A racially mixed random sample of 247 students at a midsized public university in the Southeast completed the Student Development Task and Lifestyle Inventory at the beginning of their first year, beginning of their sophomore year, and end of their senior year (Winston, Miller & Prince, 1987). Results showed partial support of Chickering and Reisser's theory of development in that students progressed in their development along three measured vectors throughout their college career. Results contradicted the assumption that developing purpose is a vector experienced only toward the end of one's college career. Important gender differences also emerged, particularly regarding issues of tolerance. Results are discussed in light of reconsideration of the theory and implications for student affairs practice.

pdf

Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 461-471
Launched on MUSE
2005-09-22
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.