The Seven Vectors: An Overview
by Arthur Chickering
Lasting personality changes may not occur in a blinding flash. As Dylan Thomas (1939, pp. 29-30) said, Light breaks where no sun shines Dawn breaks behind the eyes Light breaks on secret lots On tips of thought While some epiphanies are dramatic and sudden, most occur gradually and incrementally. We may not know for years that a single lecture or conversation or experience started a chain reaction that transformed some aspect of ourselves. We cannot easily discern what subtle mix of people, books, settings, or events promotes growth. Nor can we easily name changes in ways of thinking, feeling, or interpreting the world. But we can observe behavior and record words, both of which can reveal shifts from hunch to analysis, from simple to complex perceptions, from divisive bias to compassionate understanding. Theory can give us the lenses to see these changes and help them along.
The seven vectors are summarized below.
1. Developing competence. Three kinds of competence develop in collegeintellectual competence, physical and manual skills, and interpersonal competence. Intellectual competence is skill in using ones mind. It involves mastering content, gaining intellectual and aesthetic sophistication, and, most important, building a repertoire of skills to comprehend, analyze, and synthesize. It also entails developing new frames of reference that integrate more points of view and serve as more adequate structures for making sense out of our observations and experiences.
Physical and manual competence can involve athletic and artistic achievement , designing and making tangible products, and gaining strength, fitness, and self-discipline. Competition and creation bring emotions to the surface since our performance and our projects are on display for others approval or criticism. Leisure activities can become lifelong pursuits and therefore part of identity.
Interpersonal competence entails not only the skills of listening, cooperating, and communicating effectively, but also the more complex abilities to tune in to another person and respond appropriately, to align personal agendas with the goals of the group, and to choose from a variety of strategies to help a relationship flourish or a group function.
Students overall sense of competence increases as they learn to trust their abilities, receive accurate feedback from others, and integrate their skills into a stable self-assurance.
2. Managing emotions. Whether new to college or returning after time away, few students escape anger, fear, hurt, longing, boredom, and tension. Anxiety, anger, depression, desire, guilt, and shame have the power to derail the educational process when they become excessive or overwhelming. Like unruly employees, these emotions need good management. The first task along this vector is not to eliminate them but to allow them into awareness and acknowledge them as signals, much like the oil light on the dashboard.
Development proceeds when students learn appropriate channels for releasing irritations before they explode, dealing with fears before they immobilize, and healing emotional wounds before they infect other relationships. It may be hard to accept that some amount of boredom and tension is normal, that some anxiety helps performance, and that impulse gratification must sometimes be squelched.
Some students come with the faucets of emotional expression wide open, and their task is to develop flexible controls. Others have yet to open the tap. Their challenge is to get in touch with the full range and variety of feelings and to learn to exercise self-regulation rather than repression. As self-control and self-expression come into balance, awareness and integration ideally support each other.
More positive kinds of emotions have received less attention from researchers. They include feeling like rapture, relief, sympathy, yearning, worship, wonder, and awe. These may not need to be managed so much as brought into awareness and allowed to exist. Students must learn to balance self-assertive tendencies, which involve some form of aggressiveness or defensiveness, with participatory tendencies, which involve transcending the boundaries of the individual self, identifying or bonding with another, or feeling part of a larger whole.
3. Moving through autonomy toward interdependence. A key developmental step for students is learning to function with relative self-sufficiency, to take responsibility for pursuing self-chosen goals, and to be less bound by others opinions. Movement requires both emotional and instrumental independence, and later recognition and acceptance of interdependence.
Emotional independence means freedom from continual and pressing needs for reassurance, affection, or approval. It begins with separation from parents and proceeds through reliance on peers, nonparental adults, and occupational or institutional reference groups. It culminates in diminishing need for such supports and increased willingness to risk loss of friends or status in order to pursue strong interests or stand on convictions.
Instrumental independence has two major components: the ability to organize activities and to solve problems in a self-directed way, and the ability to be mobile. It means developing that volitional part of the self that can think critically and independently and that can then translate ideas into focused action. It also involves learning to get from one place to another, without having to be taken by the hand or given detailed directions, and to find the information or resources required to fulfill personal needs and desires.
Developing autonomy culminates in the recognition that one cannot operate in a vacuum and that greater autonomy enables healthier forms of interdependence. Relationships with parents are revised. New relationships based on equality and reciprocity replace the older, less consciously chosen peer bonds. Interpersonal context broadens to include the community, the society, the world. The need to be independent and the longing for inclusions become better balanced. Interdependence means respecting the autonomy of others and looking for ways to give and take with an ever-expanding circle of friends.
4. Developing mature interpersonal relationships. Developing mature relationships involves (1) tolerance and appreciation of differences (2) capacity for intimacy. Tolerance can be seen in both an intercultural and an interpersonal context. At its heart is the ability to respond to people in their own right rather than as stereotypes or transference objects calling for particular conventions. Respecting differences in close friends can generalize to acquaintances from other continents and cultures. Awareness, breadth of experience, openness, curiosity, and objectivity help students refine first impressions, reduce bias and ethnocentrism, increase empathy an altruism, and enjoy diversity.
In addition to greater tolerance, the capacity for healthy intimacy increases. For most adolescent couples, each is the pool and each the Narcissus. Satisfying relationships depend on spatial proximity, so that each can nod to the other and in the reflection observe himself or herself. Developing mature relationships means not only freedom from narcissism, but also the ability to choose healthy relationships and make lasting commitments based on honesty, responsiveness, and unconditional regard. Increased capacity for intimacy involves a shift in the quality of relationships with intimates and close friends. The shift is away from too much dependence or too much dominance and toward an interdependence between equals. Development means more in-depth sharing and less clinging, more acceptance of flaws and appreciation of assets, more selectivity in choosing nurturing relationships, and more long-lasting relationships that endure through crises, distance, and separation.
5. Establishing identity. Identity formation depends in part on the other vectors already mentioned: competence, emotional maturity, autonomy, and positive relationships. Developing identity is like assembling a jigsaw puzzle, remodeling a house, or seeking ones human rhythms, a term that Murphy (1958) illustrated by photic driving. A person watching an instrument that emits flashes at precise intervals eventually hits a breaking pointthe point at which the rhythm induces a convulsion. If, for example, the number is sixteen, the observer may rapidly lose consciousness as this number is presented in the standard time interval. Seventeen and fifteen, however ,are safe numbers. It is not until thirty-two or some other multiple of sixteen is reached that a breakdown recurs. Like the piano wire that hums or like the glass that shatters, we all have our critical frequencies in a variety of areas. Development of identity is the process of discovering with what kinds of experience, at what levels of intensity and frequency, we resonate in satisfying, in safe, or in self-destructive fashion.
Development of identity involves: (1) comfort with body and appearance, (2) comfort with gender and sexual orientation, (3) sense of self in a social, historical, and cultural context, (4) clarification of self-concept through roles and life-style , (5) sense of self in response to feedback from valued others, (6) self-acceptance and self-esteem, an d (7) personal stability and integration. A solid sense of self emerges, and it becomes more apparent that there is an I who coordinates the facets of personality, who owns the house of self and is comfortable in all of its rooms.
College student concern with appearance is obvious. Though gowns no longer prevail except at Oxford and Cambridge, town residents recognize students, especially younger ones who don emblems of student culture. Whatever the limitations or prescriptions, experimentation occurs. With clarification of identity, however, it diminishes. By graduation, most of the early creative-or bizarre-variations are given up. Experimentation with dress and appearance herald pathways to sexual identity. Looking at old high school yearbooks confirms the evolution of hairstyles. Macho, androgynous, or femme fatale looks come and go, but identity hinges on finding out what it means to be a man or a woman and coming to terms with ones sexuality.
Establishing identity also includes reflecting on ones family of origin and ethnic heritage, defining self as a part of a religious or cultural tradition, and seeing self within a social and historical context. It involves finding roles and styles at work, at play, and at home that are genuine expressions of self and that further sharpen self-definition. It involves gaining a sense of how one is seen and evaluated by others. It leads to clarity and stability and a feeling of warmth for this core self as capable, familiar, worthwhile.
6. Developing purpose. Many college students are all dressed up and do not know where they want to go. They have energy but no destination. While they may have clarified who they are and where they came from, they have only the vaguest notion of who they want to be. For large numbers of college students, the purpose of college is to qualify them for a good job, not to help them build skills applicable in the widest variety of life experiences; it is to ensure a comfortable life-style, not to broaden their knowledge base, find a philosophy of life, or become a lifelong learner.
Developing purpose entails an increasing ability to be intentional, to asses interests and options, to clarify goals, to make plans, and to persist despite obstacles. It requires formulating plans for action and a set of priorities that integrate three major elements: (1) vocational plans and aspirations, (2) personal interests, and (3) interpersonal and family commitments. It also involves a growing ability to unify ones many different goals within the scope of a larger, more meaningful purpose, and to exercise intentionality on a daily basis.
We use the term vocation in its broadest sense-as specific career or as broad calling. Vocations can include paid work, unpaid work, or both. We discover our vocation by discovering what we love to do, what energizes and fulfills us, what uses our talents and challenges us to develop new ones, and what actualizes all our potentials for excellence. Ideally, these vocational plans flow from deepening interests, and in turn, lend momentum to further aspirations that have meaning and value. Considerations of life-style and family also enter the equation. As intimate relationships increasingly involve the question of long-term partnership and as formal education and vocational exploration draw to a close, next steps must be identified. It is difficult to construct a plan that balances life-style considerations, vocational aspirations, and avocational interests. Many compromises must be made, and clearer values help the decision-making process.
7. Developing Integrity. Developing integrity is closely related to establishing identity and clarifying purposes. Our core values and beliefs provide the foundation for interpreting experience, guiding behavior, and maintaining self-respect. Developing integrity involves three sequential but overlapping stages: (1) humanizing values-shifting away from automatic application of uncompromising beliefs and using principled thinking in balancing ones own self-interest with the interests of ones fellow human beings, (2) personalizing values-consciously affirming core values and beliefs while respecting other points of view, and (3) developing congruence-matching personal values with socially responsible behavior.
Humanizing values involves a shift from a literal belief in the absoluteness of rules to a more relative view, where connections are made between rules and the purposes they are meant to serve. Thus, the rules for a ball game can change to accommodate limited numbers of players or other unusual conditions; rules concerning situations, while overriding principles (such as the Golden Rule) become more important. This change has also been called liberalization of the superego or enlightenment of consciencethe process by which the rigid rules received unquestioned from parents are reformulated in the light of wider experience and made relevant to new conditions (Sanford, 1962, p. 278).
Students bring to college an array of assumptions about what is right and wrong, true and false, good and bad, important and unimportant. Younger students may have acquired these assumptions from parents, church, school, media, or other sources. When others values are internalized, most behavior conforms even when the judge is absent. Disobedience produces either diffuse anxiety or specific fear of discovery and punishment. Most of the values are implicit and unconsciously held; therefore, they are hard to identify or explain. With humanizing of values, much of this baggage comes to light. The contents are examined. Many items are discarded on brief inspection, sometimes with later regret. Some items are tried and found unsuitable. A few are set aside because they still fit and can be incorporated into a new wardrobe.
Personalizing of values occurs as the new wardrobe is assembled. Ultimately, the items selected are those required by the characteristics of the wearer, by the work expected to be done, by the situations to be encountered, and by the persons who are seen as important. In short, individuals select guidelines to suit themselves and to suit the conditions of their lives. In time, the components of this wardrobe are actively embraced as part of the self and become standards by which to flexibly assess personal actions.
Personalizing of values leads to the development of congruencethe achievement of behavior consistent with the personalized values held. With this final stage, internal debate is minimized. Once the implications of a situation are understood and the consequences of alternatives seem clear, the response is highly determined; it is made with conviction, without debate or equivocation.
These, then, are the seven major developmental vectors for college students. Each has additional components, and more detailed study reveals further ramifications. This overview, however, suggests the major configurations.