Running head: THEORY PAPER #1

Theory Paper #1

Anna Ramirez

Seattle University

SDAD 5400: Student Development Theory, Research and Practice

Dr. Yamamura

February 4, 2019
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Abstract

The ability to effectively put theory into practice is important for Student Affairs

practitioners. This is especially true for theories that address multicultural competence and the

ability to reflect to make change toward a more socially just outcomes. Pope, Mueller &

Reynolds Multicultural Competence, Strayhorn’s Sense of Belonging and Renn’s Ecological

Theory of Mixed Race Identity Development are vital theories to the field and can translate well

into practice when being mindful of students needs and the context and limitations of each

theory.
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Theory Paper #1

Student development theories help to guide practitioners understanding of their student’s

identities and their development in college. It is important to have knowledge of theories, while

also being critical of the circumstances in which they were created and the bias or assumptions

the theorists may hold to apply theory in praxis. Three impactful theories to the field of student

development include: Pope, Mueller & Reynolds Multicultural Competency, Strayhorn’s Sense

of Belonging, and Renn’s Ecological Theory of Mixed Race Identity Development.

Analysis

Pope, Mueller & Reynolds (2004) theory of Multicultural Competence lays a foundation

for exploring and critiquing theories used in student development. They assert that multicultural

awareness, knowledge and skills need to be infused into the theory to make it relevant to the

field. They ask that practitioners begin with understanding their own social identities and to

challenge one’s own point of view and bias to best work with students and to critique theory

before putting into practice (Pope, Reynolds & Mueller, 2004). The significance of this theory is

that it necessitates the need to have base level multicultural awareness, knowledge, and skills to

work with students and calls practitioners into action to ensure that they meet these requirements.

Also, using theory with caution as theories do not apply to all students in a blanketed fashion. In

doing so, practitioners can create a sense of belonging for students rather than alienating them

and support student’s identity development. The underlying assumption is that this has been

lacking in institutions of higher education as they are built on white supremacy. Strayhorn’s

Sense of Belonging (2019) frames sense of belonging as, “a basic human need and motivation,
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sufficient to influence behavior.” On college campuses this includes a sense of support on

campus, feeling connected, and valued (Strayhorn, 2019). A sense of belonging is incredibly

important to satisfy students basic needs to handle what comes at them, whether that is the

demands of curriculum, negative experiences, or other stressors. In addition, this allows students

the space for many students to develop, affirm, or challenge their perception of their identities.

One student population that has not been the focus of much research but are a growing

demographic in the United States are multiracial students. Renn examined the identity

development process and outcomes experienced by mixed race individuals (Renn, 2000, 2003,

2004). Renn used Bronfenbrenner’s four components of person, process, context, time to

address how students’ experiences in college inform their identity development. Also, Renn

identifies identity patterns of multiracial students including, monoracial, multiple monoracial,

multiracial, extraracial, and situational identity (Renn, 2000, 2003, 2004). Important to note,

student’s identify based on situation and context (Renn, 2000, 2003, 2004). Focusing on the

diverse needs of multiracial students challenges the monoliths that we tend to assert in higher

educational spaces is imperative in student development to make sure that the complexities of

multiracial student identities are supported in programming and support resources.

Synthesis

A key point amongst the three theories is that to create a sense of belonging for

multiracial students all educators in higher education spaces must integrate the awareness,

knowledge and skills to their work and there is a sense of interdependence that is imperative to

understand the role we play in students experience. For example, this can be difficult especially

when it comes to tenured faculty and the thought that instructors have academic freedom to

create the material they see fit. Often used as a way to not have to adapt the curriculum to meet
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the needs and experiences of students, assess one’s own racial identity, or face critique from

other faculty members. Another key intersection of the three articles is that they do not fully

address intersectionality to show the further complexity of identifying as multiracial. For

instance, if a student identifies as LGBTQIA+ how does that complicate how they identify

racially or where they feel a sense of belonging? There is a need not only for people of color to

work in higher education, but specifically for multiracial educators to be present in higher

education spaces. In addition, there are a few points of weakness in these theories that must be

noted. First, these theories tend to focus on traditional age students that are developing their

identities versus students that may already have developed a sense of identity and are, for

example attending college as a veteran or non-traditional aged career changer. These students

tend to attend community colleges over universities, so this complicates the ability for

community colleges to attend to students needs in terms of identity development, especially as

many have demands outside of school, like families or full-time work. Another criticism is that

these theories do not incorporate in detail how the perceptions of others on racial identity impact

identity development, whether that is by faculty/ staff or student peers. Perceived racial identity

is impactful as people make assumptions about who is in higher education spaces and who are

not. Oftentimes, practitioners and faculty make decisions that impact students without fully

understanding how their students identify. This is a dangerous way to operate when the goal is

to be responsive and create a campus culture that fosters a sense of belonging for students, staff

and faculty.

Reflection

Within the context of these three theories, I place myself in space where I need to take

action to develop the multicultural skills and knowledge necessary to support student’s identity
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development in collaboration with my peers that reflect many of our student’s identities (Pope,

Reynolds & Mueller, 2004). This means taking action to address my position in creating and

maintaining white supremacy and making sure that I am advocating for better representation on

our campuses. And, most importantly, that my allyship is genuine and not performative. I have

been part of a group that works to bring an equity lens to hiring practices, which is something

that I feel very strongly about. This has been a great way to collaborate with predominately staff

of color or other marginalized identities to create a space where we can talk freely, ask questions,

strategize and push ourselves to assert ourselves when needed on hiring committees. Because

white supremacy is institutionalized, we are being pushed to think beyond our perception of

equity in hiring, and though it is sometimes difficult it is needed. In terms of Strayhorn’s Sense

of Belonging (2019), I never felt like I belonged when I was in college and I continue to feel that

way in Higher Education work spaces, though I feel like once I fit in something is wrong. I had

a scholarship and one aspect of this feeling was that because my school was being paid for by an

outside agency, others felt I needed to be there, but I still felt because I was not paying that

somehow, I did not belong there. I think about this when working with students and try and

present information, so they can choose how they get involved to create a sense of belonging.

When needed I mention that I did not feel like I belong and sometimes still do not to normalize

student’s feelings. Also, I remind myself often that I need to be cognizant of letting students

know that they need to communicate the support they need or at least assess what they need if

they do not feel comfortable, which many do not or will not feel comfortable with me. I want to

ensure that they connect with someone who they connect with and cares about them whether that

is an instructor, staff member, or peers. In terms of the Mixed Race Identity Development model

Renn (2000, 2003, 2004) purposed I think that this has best helped me to understand those in my
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life that identify as mixed race and how their identities were developed, specifically my family

members and husband. Eventually, I will have mixed race children as well, so this is important

for me to understand in the context of family and for the needs of students and peers. In terms of

concrete actions, I would like to purpose more educational programming that centers experiences

of multiracial students and to advocate for multiracial student groups on campus, such as clubs,

identity-based study tables and support to address my own assumptions of perceived race of

students and how that influences my behavior. As a professional I must be an active participant

in challenging my own position in a racist system and to challenge the policies and practices

being put in place, so that there are less barriers for students. That must be done collectively

rather than individually, and if I ever get to a point where I stop feeling the need to do these

things it is time for me to leave higher education. For those that want to be inclusive and utilize

these theories to do so they must aggressively address their own assumptions and biases (Pope,

Reynolds & Mueller, 2004). That means continuing to learn about things that impact or are

important to our students, for example how to navigate the institutional processes and legislature

that impact undocumented students, address the anti-blackness that causes real harm for our

students and peers, actively pursue anti-racism, and those are just a few of the many important

things that educators need to begin to learn and reflect about to make our spaces a place where

students feel like they belong. Otherwise, we will see low retention rates for students of

marginalized identities, major racial incidents, and other negative implications on our campuses

if we do not address these issues..

Conclusion

Educators should use theories with heed when putting them into practice based on the

demographic studied or not studied, and the age of the theory. Though, many can be adapted to
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address the needs of other student populations there are limitations in doing so. However, when

utilized appropriately policies and practices can be created that lend to student’s ability to deeply

connect with others and feel valued, important and respected in higher education.
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References

Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2019). Multicultural competence in student

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college:
Theory, research, and practice (3rd ed.). San Francisco, CA, US: Jossey-Bass.

Strayhorn, T. (2019). College students’ sense of belonging: A key to educational success for all
(2nd ed.). New York, NY: Routledge.

Renn, K.A. (2000). Patterns of situational identity among biracial and multiracial college
students. Review of Higher Education, 23(4) 399-420.

Renn, K.A. (2002). Understanding the identities of mixed race college students through a
developmental ecology lens. Journal of College Student Development, 44, 383-403.

Renn, K.A. (2004). Mixed race students in college: The ecology of race, identity, and community
on campus. Albany: State University of New York Press.