Tensions around the Use of Research and Theory in Student Affairs ...

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that all students are the same. This often happens in the application of developmental theories to programmatic offerings; like using Chickering’s Vectors (Chickering, 1969; Chickering & Reisser, 1993) to frame all programming in the residence halls. While many students find the Vectors meaningful to their lives, many students outside the middle-class, minority populations, and/or students from non-traditional families may struggle to see how programs framed around the Vectors apply to their lived experiences. An adult child of an alcoholic is likely to experience autonomy very differently than the traditional students everyone thinks represents every student. Though theories are updated and revised, seldom do they become universally applicable to all students. Understanding the applicability of theories leads to the third common practice • A third unfortunate yet common practice is applying a research finding in practice without questioning the validity, value, or limitations of the research (e.g. sample or context within the study). Not all research is good research and research findings are not universally applicable. Again, this approach assumes all students are the same and adds that all higher education environments are also the same. It can be difficult to know if this occurs because of a belief that all research is inherently trustworthy or if individuals lack the skills to question the study – perhaps it is both of these issues. Examples of this are most often found in the use of retention models. Despite having models that look at commuter students, students of color, as well as other student populations, many institutions assume using only the Tinto (1983) model of integration will garner a higher retention rate. Questioning whether the institution and students have similar characteristics or environmental conditions to those found within the sample for the Page 4 of 12
original study is seldom a part of the discussion within a retention committee, much less the external consultant. All these approaches have in common a series of ethical and philosophical considerations that should be considered when working with students and using research to guide your work. Philosophical and Ethical Considerations Since the inception of the field of student affairs, the belief that each student is unique and that the field should consider the student as a whole has been at the forefront of the foundational beliefs (SPPV). When these beliefs were articulated, higher education was fairly homogeneous and perhaps assuming some commonalities was natural. This is the not the case today. The diversity of higher education and the diversity within the field of student affairs require practitioners to question almost any common practice. Some of these examples were illustrated previously in the common trends. This section seeks to consider when perhaps research should not be applied. There are times when a research finding is compelling, yet the application of the finding would exclude some students from higher education. An example of this is around the need for developmental, or remedial, education. While there is evidence that a student who is in the margins of being college ready (placement score) will receive some benefit from being assigned to a remedial course, the research seems to say that their long-term process towards earning a degree is not helped by remediation (Calcagno & Long, 2008). Even though this study uses very sophisticated analysis, it does not actually provide much long-term hope for students in remedial education. The authors recommend reconsidering the funding of remedial education given the limited outcomes. For community colleges practitioners who have open access admissions and attract students who need remediation – what should they do with this research finding? The Page 5 of 12
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