LORI D. PATTON is an associate professor in the higher education and student affairs program at Indiana University. KRISTEN A. RENN is a professor of higher, adult, and lifelong education at Michigan State University. FLORENCE M. GUIDO is a professor of higher education and student affairs leadership at the University of Northern Colorado. STEPHEN JOHN QUAYE is an associate professor in the student affairs in higher education program at Miami University.

• Figures and Exhibits ixAbout the Authors xiAcknowledgments xvPreface xixPart One: Understanding, Using, and Translating Student Development Theory 11 An Introduction to Student Development Theory 52 Foundations for Understanding Student Development Theory 193 Using Student Development Theory 51Part Two: Social Identity Development 654 Social Identity: Concepts and Overview 715 Racial Identity Development 936 Ethnic Identity Development and Acculturation 1297 Sexual Identity Development 1568 Gender and Gender Identity Development 175i Contents9 Development of Faith and Spirituality 19610 Disability Identities and Identity Development 23011 Social Class and Identity 24312 Emerging Theoretical Perspectives on Student Experiences and Identities 265Part Three: Psychosocial, Cognitive-Structural, and Integrative Development 28113 Psychosocial Identity Development 28714 Epistemological and Intellectual Development 31415 Moral Development 33616 Development of Self-Authorship 355Part Four: Reflecting on Theory to Practice 37917 Student Affairs Educators as Partners in Using Student Development Theory 38318 Implications and Future Directions for Practice, Research, and Theory Development 397Afterword 409Appendix: Case Study Scenario: Introducing Prescott University’s Selected SAHE Graduate Students 411References 433Index 505

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LORI D. PATTON is an associate professor in the higher education and student affairs program at Indiana University. KRISTEN A. RENN is a professor of higher, adult, and lifelong education at Michigan State University. FLORENCE M. GUIDO is a professor of higher education and student affairs leadership at the University of Northern Colorado. STEPHEN JOHN QUAYE is an associate professor in the student affairs in higher education program at Miami University.

• Figures and Exhibits ixAbout the Authors xiAcknowledgments xvPreface xixPart One: Understanding, Using, and Translating Student Development Theory 11 An Introduction to Student Development Theory 52 Foundations for Understanding Student Development Theory 193 Using Student Development Theory 51Part Two: Social Identity Development 654 Social Identity: Concepts and Overview 715 Racial Identity Development 936 Ethnic Identity Development and Acculturation 1297 Sexual Identity Development 1568 Gender and Gender Identity Development 175i Contents9 Development of Faith and Spirituality 19610 Disability Identities and Identity Development 23011 Social Class and Identity 24312 Emerging Theoretical Perspectives on Student Experiences and Identities 265Part Three: Psychosocial, Cognitive-Structural, and Integrative Development 28113 Psychosocial Identity Development 28714 Epistemological and Intellectual Development 31415 Moral Development 33616 Development of Self-Authorship 355Part Four: Reflecting on Theory to Practice 37917 Student Affairs Educators as Partners in Using Student Development Theory 38318 Implications and Future Directions for Practice, Research, and Theory Development 397Afterword 409Appendix: Case Study Scenario: Introducing Prescott University’s Selected SAHE Graduate Students 411References 433Index 505

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LORI D. PATTON is an associate professor in the higher education and student affairs program at Indiana University. KRISTEN A. RENN is a professor of higher, adult, and lifelong education at Michigan State University. FLORENCE M. GUIDO is a professor of higher education and student affairs leadership at the University of Northern Colorado. STEPHEN JOHN QUAYE is an associate professor in the student affairs in higher education program at Miami University.

• Figures and Exhibits ixAbout the Authors xiAcknowledgments xvPreface xixPart One: Understanding, Using, and Translating Student Development Theory 11 An Introduction to Student Development Theory 52 Foundations for Understanding Student Development Theory 193 Using Student Development Theory 51Part Two: Social Identity Development 654 Social Identity: Concepts and Overview 715 Racial Identity Development 936 Ethnic Identity Development and Acculturation 1297 Sexual Identity Development 1568 Gender and Gender Identity Development 175i Contents9 Development of Faith and Spirituality 19610 Disability Identities and Identity Development 23011 Social Class and Identity 24312 Emerging Theoretical Perspectives on Student Experiences and Identities 265Part Three: Psychosocial, Cognitive-Structural, and Integrative Development 28113 Psychosocial Identity Development 28714 Epistemological and Intellectual Development 31415 Moral Development 33616 Development of Self-Authorship 355Part Four: Reflecting on Theory to Practice 37917 Student Affairs Educators as Partners in Using Student Development Theory 38318 Implications and Future Directions for Practice, Research, and Theory Development 397Afterword 409Appendix: Case Study Scenario: Introducing Prescott University’s Selected SAHE Graduate Students 411References 433Index 505

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