autobiography incorporating theories you have learned

Journal #2: Write a 3-5 page paper, drawing from your original autobiography paper (Journal #1), recreate your autobiography incorporating theories you have learned in the class and discuss what has changed in your views about yourself, how you interact with students, and what theories you will use as a basis for practice (as an advisor to college students) . In this journal, please reflect on specific theories from the class that have informed your personal understanding of your development and your current or future professional practice in higher education. (First autobiography is attached)

Theories to include: please choose at least 3

– Model of Multiple Dimensions of Identity
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– Reconceptualized Model of Multiple Dimensions of Identity
– Unifying Model of Sexual Identity Development

– social-cognitive gender identity
One of the key interacting components of the social-cognitive theory of gender identity development is the environmental component which includes community interactions with a student’s identified gender. As stated in our reading, “how students present themselves provokes reactions from peers and faculty that then cause students to repeat, cease, or change these gendered presentations to provoke desired reactions” (Patton et al., 2016, p.152)

– Park’s Theory of Faith Development: Parks’ theory of faith development establishes the importance of mentoring relationships on college-going students.

– Aries and Seider (2007) – found that students with upper class backgrounds at elite institutions aspired to high-paying and powerful careers, while students with lower class backgrounds at elite institutions aspired for careers that would promote upward mobility but were not as lucrative.

– Yosso’s Community Cultural Wealth Model

– Bordieu’s Theory of Social Reproduction

– Marcia’s Ego Identity Status: explains how young adults experience and resolve crises by examining two critical variables in identity formation: exploration (crisis) and commitment (Patton et al, 2016, p. 290).

– Chickering’s Developmental Vectors: Chickering believed that the core developmental issue for college students was the establishment of identity. Specifically, being able to resolve a number of issues contributes to a person’s growing sense of identity, allowing the individual to successfully solve any issues arising later in the developmental process (Patton et al, 2016, p. 296).

– King and Kitchener’s Deflective Judgement Model – As defined, this is the, “notion that people make reflective judgements to bring closure to situations that can be characterized as uncertain. Reflective thinking, then, focuses on epistemological assumptions and ill-structured problems.” (Patton, 2016)

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