Fraternity: Theory and Student Development

For years theory has been used to describe, explain, predict, and control student development. Fraternity/sorority professionals, both on campuses and at inter/national organizations, often understand that student development theory should help guide their practice. But once the busy school year starts, many professionals do not have the chance to refresh on the fundamental theories that frame fraternity/sorority work, and they often forget to apply the theories.
This handbook briefly explains just some of the theories that professionals, volunteers, and inter/national organization staff can use in their daily practices. Each theory includes a brief overview and a diagram that explains the model. At the end of each explanation there is an example of how professionals can apply theory to practice. These examples should not only help the readers get a better understanding of the theories but also allow them to see how they can integrate theory to their daily jobs. The examples range from case study practices to questions to consider when using the theory in practice. As previously stated, this handbook only provides a brief explanation or model for each theory; for a deeper explanation, please read the accompanying Issues in Focus resource guide. The reader will also be directed to other items such as the original texts for each theory as well as recommended books for the different theories and topics. To help students fully develop practitioners must understand how to integrate student development theory into their programs and daily practices. This handbook should help fraternity/sorority life advisors, inter/national organization staff, and volunteers gain understanding in finding ways to apply these fundamental theories (Evans, Forney, &
Guido, et al., 2010).
INTRODUCTION4
CHICKERING & REISSER’S THEORY OF IDENTITY DEVELOPMENT
Chickering, and later with the help and input of Reisser, created a Theory of Identity