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mo!Ms, bscoming establishing idem, freeing inlerpersmai
mla(io&@, dnrifying prrpae and devakying imqlrity ace a W ly used mdei
in undsn(anding rn port-mmmjmy Wmr' deMlopnat i- am three
overlapping s~apes: hmad&g veh, penumnahg valwa and mngruence of
values and behavioun While C h i i s (1989) wdiiwxk ideMed the
stages of development and be bask chami&&cs ahdents reed to my
ulil're their environment, minority lhdent devslopment was not Maled lo
Chiekering's vectas. Hwww, Chikkering's mm recant wuks (1993. 1999)
have revM lb minsiily student developmen( isrue. The1993 we41 mtWd
' E w and IdsnW, ssoonddtimf was mumorsd by Chicharing and
Rdawr, the new edaion cited mom reamt naeerch on the seven vectors and
minaily popu(ations. such as African A m , however, m spedfic W n of
any s(u&s involving Native Anwican studena wem d i i Mii 6
BerWs (1997) ttudy reviewed Astin's theory ofinvdwmant (Astin. 1984) and
Tiis theory ofdqmtum (1975; 1987). They suppotled using an integrated
mow in wkich student bnhavioun and petm@ons interat to inthsnee the
development of academic and locial imegram (Milem 6 mer, 1987).
Howaver, their devalopmmt modd of rtudsn( persistence war created m n ltm
limilacion oflWr study am, a highly w kh, private, residentipl, reaaenh
unirnrsilv (Milan 6 hrger, 1997). This pl~cer Imb on lb gsneralilay of
limir Mi- m other stwjmt poputafjtm.
Wkk 6 Simpson's (197 aiida ackno*ledgad thmthe pm@ion of ltm