WEBVTT

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My name is Rosie Perez,
I use she her pronouns and I was

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fortunate to be one of the co-authors of
the College Student Development Theory in

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Action book.

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I'm here to talk with you today about my
hopes for the future of student

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development theory.

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But before we look ahead,
I want us to look back and to really

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think through what are some of the
limitations or qualms we might have about

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using theory and practice.

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The reality is, like many of you,
I've had concerns about student

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development theory throughout my career.

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I found theory to be a helpful tool or
heuristic for understanding what might

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happen for students.

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And at the same time,
I found it difficult to put into practice

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because it's been too linear.

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It hasn't captured the complex realities
of students environments and their lives,

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and often it's been identity and power
evasive.

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And when that happens,
it's really ignored the realities of

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students who are minoritized.

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In this regard,
student development theory has been used

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as a tool of epistemic injustice.

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It's really at times centered ways of
knowing, operating,

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and being that reflect dominant
identities and dominant ideologies.

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But it doesn't have to be this way.

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Rather than using student development
theory as a tool for social reproduction,

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we can use student development theory as
a way to advance equity and justice.

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Now, how might we do that together,
you ask?

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Our student development Theory in Action
framework provides some ways for us to

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think through that together.

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First,
our model really holds students

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identities and thinks about them
intersectionally as core to how we think

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about who students are and how they
experience college.

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Our model also really attends to the
complexity of campus environments and our

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sociopolitical world.

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Rather than thinking about systems of
oppression as kind of secondary or an

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afterthought to theory,
it really holds that it's ever present,

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pervasive,
and that how we think about theory,

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use theory,
and operationalize our work and practice

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can be used to either maintain or really
challenge and dismantle inequitable

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systems.

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Finally,
our framework really offers possibilities

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for us to expand how we think about who
builds theory.

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Historically, really only certain people,
and often faculty or researchers,

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have been seen as theory builders.

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The reality is,
we're all constructors of knowledge.

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Our model really asks us to leverage what
we know and experience and practice,

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and to use it in ways that we might build
better, more complex,

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more holistic and more equitable ways in
thinking about who students are,

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how they develop,
and what outcomes and futures might we

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want for them.

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And more importantly,
how do we move towards those outcomes

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together.

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So in this regard,
our model is really an opportunity for us

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to think through what do we want higher
education to be in the future,

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what role might development play in that
and how do we move towards kind of new

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possibilities for higher education and
students development in the future.

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I hope you join us in really exploring
new futures and new opportunities to

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think about development.