Running head: THEORY PAPER #1

Theory Paper #1
Alysia Sin
SDAD 5400
Dr. Yamamura
January 27, 2015
Seattle University

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Analysis
Yossos conceptualization of Community Cultural Wealth as a Critical Race Theory
(CRT) challenges traditional interpretations of cultural capital (Yosso, 2005). She then uses a
CRT lens to discuss six types of capital that Communities of Color have instead of focusing on
the more common deficit perspective. These capitals include aspirational, navigational, social,
linguistic, familial, and resistant capital. It is significant to student development because Students
of Color are continuously becoming large populations on campuses. Therefore, in order to best
serve them I believe that student affairs professionals should focus on empowerment.
Chickerings Theory of Identity Development proposes seven vectors of development
that he believes are major highways for journeying toward individuation (Chickering, 1969).
The vectors include developing competence, managing emotions, moving through autonomy
toward independence, developing mature interpersonal relationships, establishing identity,
developing purpose, and developing integrity. Chickerings model is particularly effective in
developing overall programming, strategies, and assessment (Evans, 2010) and offers a practical
approach to understanding how students can develop.
Gallaghers findings on White Identity Formation focuses on how whiteness is in a state
of change (Gallagher,1997). He believes that the factors shaping white racialization include the
decline of ethnicity, the rise of identity politics, the perception that whiteness is a social and
economic liability, and the precepts of neoconservative racial politics (Gallagher, 1997). He
then goes on to describe that white identity is a reaction to the entry of historically marginalized
racial and ethnic groups, yet now is a cultural product with its own logic and essence (Gallgher,

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1997). This research is important to student development because the experiences students have
due to their race and ethnicity has everything to do with their identity development.
Synthesis
Yosso, Chickering, and Gallaghers theories are all macro-level to some extent.
They all have individual stages of some sort yet provide historical or outside factors leading to
them. They are also interwoven and can be furthered if points are pulled from each. An example
would be Melissa and her sorority sisters from Evans chapter on Chickering. During the mature
interpersonal relationships vector, tasks include development of intercultural and interpersonal
tolerance and appreciation of differences (Chickering, 1969). She then goes to use an example
of how Shari hesitates but thinks that the sorority is not understanding of differences since they
hesitated to accept an African American girl as a new member. This issue has multiple causes and
consequences. Pulling from Gallagher, a reason why they were hesitant on accepting her could
be that traditional, mainstream sororities were historically created by Whites and perhaps she did
not have the look that fit with the image they wanted to uphold. However, if there were more
sisters like Shari that did not other the potential new member, they would see more valuable
traits. Now the potential new members identity development will be affected in some way by
the rejection from this certain sorority.
Now, although these theories all connect to race and ethnicity in some way they could all
be strengthened by more research and inclusion of more groups of special attention such as
LGBTQIA, foster youth, veterans, etc. These are also other populations that are increasing on
college campuses and therefore need extra support and inclusion. I just think that there is always

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room for improvement with research involving students since it has changed immensely even
from when these theories were written.
Reflection
I would say I have many personal and professional experiences that place me within these
theories. As an academic advisor not only do I see these vectors play out in every appointment, I
can genuinely empathize with many students because I am a recent undergraduate as well as a
current graduate student. I draw upon my own experiences and feelings every day. For example,
helping students develop purpose is extremely important to me because I found mine after I
graduated. I believe that within my generation college is still not fully understood, especially
with first generation/students of color. Therefore, I feel it is my duty to be transparent with
students to build rapport and to offer guidance that perhaps they have not received from others. I
also understand that students come in with invisible identities such as cultural background and
experiences with oppression and that has everything to do with their identity development and
college experience.
All three theories can be applied to many areas of student affairs work. With the growing
population of first generation/underrepresented students on college campuses it is imperative that
we use a critical lens in our work. Whether it is programming, strategies, assessment, etc. these
theories offer important points that could be critical in creating an inclusive environment and
furthering social justice. I would argue that all of these theories could be translated into
professional development training. Student identity development with discussions focused on
institutionalized oppression, personal experiences, and moving away from deficit thinking could
be a tangible step. The beauty of student affairs is that we get to bring all of who we are into

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helping students therefore we must reflect and think critically about ourselves and the world that
we live in.

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References
Evans, N.J, Forney, D.S., & Guido, F. (2010). Student development in college: Theory, research,
and practice (2nd edition). San Francisco, CA: Jossey-Bass
Gallagher, C.A. (1997). White racial formation: Into the 21st century. In R. Delgado, and J.
Stefancic (Eds.), Critical White studies: Looking behind the mirror (pp. 6-11). Temple,
PA: Temple University Press.
Yosso, T.J. (2005). Whose culture has capital? A critical race discussion of community cultural
wealth. Race Ethnicity and Education, 8(1), 69-82.