Exploring College Student Digital Identity Development through the lens of Chickering's 7 Vectors

1. Digitizing
the
7
Vectors:
ì
Exploring
How
College
Students
Develop
their
Digital
Identity
Student
Affairs
Counseling,
M.Ed.
-­‐
Capstone
Research
Project
Defense
–
May
9,
2013

2. College
Student
Identity
Development
In-­‐Person
IdenGty
Digital
IdenGty
ì Personality
ì Defines
Personality
ì Values
&
EmoGons
ì Manages
EmoGons
ì Religion
&
Spirituality
ì Displays
Values
ì Sexual
OrientaGon
ì Purpose
/
Career
AspiraGons
ì Family,
Friends,
Partner
ì IdenGfies
OrientaGon
ì Defines
Our
Purpose/Goals
ì IdenGfies
Family,
Friends,
Partner,
etc...

3. Photo
Courtesy
of
#WhatShouldWeCallStudentAffairs
Tumblr
Its
all
about
the
Impressions
you
make
One
post,
One
picture,
One
Like
or
Comment
can
define
you...
ì

4. W.W.W.
ì You can learn a lot.
ì Others can learn A LOT about you!!!
ì What do you want them to know??

6. Great
GPA,
Community
Service,
Greek
Life,
etc...
Your
Stuff
that
makes
you
Billboard
look
GOOD!

7. Digital
Brand
Creation

8. Limitless
Potential...
Limitless
Virtual
Space...
Every
minute
of
the
day:
• 100,000
tweets
are
sent;
• 684,478
pieces
of
content
are
shared
on
Facebook;
• 2
million
search
queries
are
made
on
google;
• 48
hours
of
video
are
uploaded
to
YouTube;
• 47,000
apps
are
downloaded
from
the
App
Store;
• 3,600
photos
are
shared
on
Instagram;
• 571
websites
are
created
and
• $272,000
is
spent
by
consumers
online
(Pring,
2012)

9. The
concept
of
developing
an
online
presence
in
college
is
simple,
but
for
many
college
students,
there
is
much
in
jeopardy,
whether
they
are
aware
of
the
risks
or
not.
Kevin
Kruger
(2009)
asserts
that
there
is
a
“conflict
between
individual
rights,
privacy
and
claims
of
free
speech
and
the
responsibility
of
colleges
and
universiNes
to
monitor
the
behavior
of
their
students”
(p.
589).
What
is
a
Digital
Identity?

10. A
digital
idenDty
(DI)
is
the
extension
of
one's
in-­‐person
idenDty
projected
onto
the
World
Wide
Web
through
social
media
profiles
and
linked
online
accounts.
It
can
be
thought
of
as
a
person’s
individual
brand
and
can
facilitate
both
posiDve
and
negaDve
impacts
on
the
21st
Century
life
experience.
What
is
a
Digital
Identity?

11. The
Seven
Vectors...
Chickering
&
Reisser
(1993)
ì Vector
1:
Developing
Competence
ì Vector
2:
Managing
EmoGons
ì Vector
3:
Moving
Through
Autonomy,
Towards
Interdependence
ì Vector
4:
Developing
Mature,
Interpersonal
RelaGonships
ì Vector
5:
Establishing
IdenGty
ì Vector
6:
Developing
Purpose
ì Vector
7:
Developing
Integrity

12. Implications
of
a
Digital
Identity...
Privacy
+
Anonymity
Internet
ì At
least
27%
of
college
admissions
offices
are
reviewing
applicants’
social
media
profiles
via
Google,
and
26%
check
applicant
Facebook
profiles
during
the
admissions
process.
ì 35%
of
admissions
representaGves
said
that
“they
reviewed
something
on
these
sites
that
negaGvely
affected
a
student’s
chances
of
being
accepted”
(Quinn,
2012).
ì In
addiGon,
51%
of
employers
are
saying
that
social
media
use
has
a
negaGve
impact
on
workplace
producGvity
(Staffing
Industry
Analysts,
2012).

13. Implications
of
a
Digital
Identity...
The
NaGonal
Survey
of
Student
Engagement
(2012)
(NSSE)
found:
ì 89%
of
college
students
use
social
media
ì 40%
of
first
year
students
look
to
social
media
to
find
out
how
to
get
involved
on-­‐campus
ì
90%
of
college
students
are
connected
on
social
media
plaforms
(Dahlstrom,
deBoor,
Grunwald,
&
Vockley,
2011;
Junco,
2011a;
and
Mastrodicasa
&
Metellus,
2013).
ì
“There
is
increasing
evidence
that
social
media
have
a
posiGve
effect
on
a
wide
range
of
personal
and
developmental
outcomes.
Recent
studies
have
shown
that
social
media
have
a
perceived
posiGve
effect
on
emoGonal
well-­‐being,
confidence,
and
sympathy
toward
others
and
lead
to
more
successful
relaGonships
with
friends
and
family
members”
(Common
Sense
Media,
2012;
Kruger,
2013,
p.
32).

14. Implications
of
a
Digital
Identity...
ì “The
manner
in
which
we
engage,
share,
promote,
and
present
ourselves
online
has
become
a
major
facet
in
many
of
our
lives.
ì No
longer
seen
as
being
separate
from
‘real
life,’
an
individual’s
digital
idenGty
is
intricately
connected
to
their
overall
idenGty”
(Stoller,
2012a).

15. Implications
of
a
Digital
Identity...
ì How
others
perceive
n
which
we
engage,
increasingly
“The
manner
i one’s
digital
idenGty
has
become
significant,
as
it
offers
a
synopsis
optresent
job
candidate,
or
student.
share,
promote,
and
f
he
person,
ourselves
online
has
become
a
College
students,
most
importantly,
need
to
understand
that
they
have
created
a
dfacet
in
many
of
our
lives.
an
account
online.
major
igital
idenGty
the
moment
they
created
They
contribute
to
this
“online
resume”
with
every
Tweet,
‘like’
or
picture
they
choose
separate
ì No
longer
seen
as
being
to
post.
from
students
are
unaware
of
the
impact
that
their
digital
idenGty
‘real
life,’
an
individual’s
If
college
digital
iboth
their
c s
intricately
can
have
on
denGty
iollege
experience
and
future
career
goals,
the
consequences
c their
overall
connected
to
an
be
damaging
to
their
limitless
potenGal.
idenGty”
(Stoller,
2012a).

16.
Chickering
&
Reisser’s
7
Vectors
Like
geong
involved
in
college,
“there
is
undoubtedly
much
to
be
gained
from
taking
control
of,
and
acGvely
developing
our
digital
idenGty”
(The
Paradox
of
Openness,
2011).
“AcGvely
creaGng
learning
spaces
that
foster
posiGve
development
of
digital
idenGty
should
be
our
mandate.
It
hasn’t
been
created
(yet),
but
the
addiGon
of
digital
idenGty
to
the
current
canon
of
student
development
theories
seems
like
a
logical
evoluGon”
(Stoller,
2012a).

17. Virtual
Vector
1:
Developing
Competence
ì Competence
Digital
idenGGes
are
created
via
social
media
networking
sites
and
are
proving
to
be
more
than
ì 1.
Intellectual
Competence
just
a
markeGng
tool
for
big
business;
they
ì 2.
Physical
&
Manual
Skills
relentlessly
contribute
to
a
students’
personal
and
professional
online
brand
and
idenGty
ì 3.
Interpersonal
Competence
(Couros,
2012).
• self-­‐confidence,
•
•
•
•
•
•
•
•
•
•
•
persistence,
leadership,
empathy,
social
responsibility,
understanding
of
cultural
and
intellectual
differences
...
criGcal
thinking,
reflecGve
judgment,
the
ability
to
process
and
use
new
informaGon
and
to
communicate
it
well,
the
ability
to
reason
objecGvely
and
to
draw
objecGve
conclusions
from
data,
the
ability
to
evaluate
new
ideas,
arguments
and
claims
criGcally,
the
ability
to
become
more
objecGve
about
beliefs,
aotudes
and
values”
(Chickering
&
Reisser,
1993,
pp.
54-­‐55)

18. Virtual
Vector
2:
Managing
Emotions
ì “Students
come
to
colleges
loaded
with
emoGonal
baggage”
(Chickering
&
Reisser,
1993,
p.
83)
ì Oqen,
they
are
unable
to
“escape
anger,
fear,
hurt,
longing,
boredom,
and
tension.
Anxiety,
anger,
depression,
desire,
guilt
and
shame
have
the
power
to
derail
the
educaGonal
process
...
[and]
these
emoGons
need
good
management”
(p.
46).
ì Managing
emoNons
digitally
means
engaging
students
to
further
hone
self-­‐asserNve
tendencies.
ì Student
affairs
professionals
must
acknowledge
distress
signals
that
students
post
online
and
guide
them
toward
appropriate
channels
to
release
their
irritaGons.

19. Virtual
Vector
3:
Moving
Through
Autonomy,
Towards
Interdependence
ì College
students
are
“self-­‐regulaGng,
autonomous
individuals”
(Mastrodicasa
&
Metellus,
2013,
p.
25).
ì A
“key
developmental
step
for
students
is
learning
to
funcGon
with
relaGve
self-­‐sufficiency,
to
take
responsibility
for
pursuing
self-­‐
chosen
goals,
and
to
be
less
bound
by
others’
opinions”
(Chickering
&
Reisser,
1993,
p.
47).
ì Students
take
“increasing
responsibility
for
self-­‐support”
as
they
travel
through
this
vector,
and
educators
can
help
students
to
“clarify
goals,
reorder
prioriGes,
and
ask
family
members
to
support
them
as
they
redefine
themselves”
(Chickering
&
Reisser,
1993,
p.
115).

20. Virtual
Vector
4:
Developing
Mature,
Interpersonal
Relationships
ì “In
person
and
online
college
seongs
offer
opportuniGes
for
students
to
learn
about
others
from
different
backgrounds
and
to
establish
mature,
mutual
relaGonships
with
them”
(Renn
&
Reason,
2013,
p.
148).
ì “RecogniGon
and
acceptance
of
interdependence
is
the
capstone
of
autonomy.
It
cannot
be
experienced
unGl
a
measure
of
independence
has
been
achieved
and
a
sense
of
one’s
place
in
the
community
and
global
society
has
been
awakened”
(Chickering
&
Reissder,
1993,
p.
140).

21. Virtual
Vector
4:
Developing
Mature,
Interpersonal
Relationships
ì “In
person
and
online
college
seongs
offer
opportuniGes
for
students
to
learn
about
others
from
different
backgrounds
The
o
establish
mature,
mutual
relaGonships
with
and
tInternet
is
a
catalyst
for
exploring
idenGty
online,
and
can
showcase
student
capacity
them”
(Renn
&
Reason,
2013,
p.
148).
for
inGmacy
and
vulnerability.
It
also
risks
inappropriate
self-­‐disclosure,
ì “RecogniGon
and
as
important
ithat
student
affairs
which
is
why
it
i cceptance
of
nterdependence
is
the
capstone
of
autonomy.
It
cannot
be
experienced
unGl
a
professionals
engage
with
students
and
help
them
measure
of
independence
has
been
achieved
and
a
sense
of
develop
their
d community
a and
teach
them
a been
one’s
place
in
the
igital
brand
nd
global
society
has
bout
congruency,
respect,
Reissder,
1993,
p.
140).
awakened”
(Chickering
&honesty
and
responsibility
as
it
relates
to
their
idenGty
(Chickering
&
Reisser,
1993).

22. Virtual
Vector
5:
Establishing
Identity
ì Establishing
idenGty
involves
the
“growing
awareness
of
competencies,
emoGons
and
values,
confidence
in
standing
alone
and
bonding
with
others,
and
moving
beyond
intolerance
toward
openness
and
self-­‐esteem”
(Chickering
&
Reisser,
1993,
p.
173).
ì “The
hazards
of
[the]
existence
[of
social
media]
force
a
conGnual
process
of
integraGon
and
that
we
struggle,
progress,
and
regress
in
trying
to
maintain
equilibrium”
(p.
174).

23. Virtual
Vector
5:
Establishing
Identity
ì Establishing
idenGty
involves
the
“growing
awareness
of
Digital
idenGty-­‐diffusion
as
a
virtual
competencies,
emoGons
and
vdevelopmental
stage
rin
standing
alone
alues,
confidence
efers
to
a
beginning
point
where
college
students
begin
to
fully
realize
that
each
of
their
online
and
bonding
with
heir
idenGty.
moving
beyond
intolerance
toward
accounts
arGculates
t others,
and
openness
and
self-­‐esteem”
(Chickering
&
Reisser,
1993,
p.
173).
ì
This
unawareness
may
result
in
students
not
experiencing
any
dissonance
(or
crisis)
surrounding
t[the]
rofiles.
“The
hazards
of
heir
p existence
[of
social
media]
force
a
conGnual
process
of
integraGon
and
that
we
struggle,
progress,
and
regress
in
When
students
think
criGcally
about
what
is
appropriate
to
post
on
the
Internet
trying
to
s
naintain
mquilibrium”
(p.
1t74).
tage.
and
what
i m ot,
they
eay
be
experiencing
his
s
Foreclosure
insinuates
that
no
“idenGty
crisis
has
been
experienced”
(Chickering
&
Reisser,
1993,
p.
175),
yet,
virtual
foreclosure
might
also
inform
pracGGoners
that
some
commitments
surrounding
a
student’s
personal
values
and
intenGons
to
be
congruent
have
been
made,
or
are
about
to
be
made.

24. Virtual
Vector
5:
Establishing
Identity
continued...
ì Virtual
moratorium
could
suggest
that
a
student
is
gaining
competence
and
congruency
within
their
social
media
presence,
but
all
the
while
are
sGll
either
in
crisis,
exploring
and
evaluaGng
themselves,
and/or
formulaGng
their
own
values
and
judgments
about
how
they
want
their
personal
brand
to
be
perceived
online.
ì Lastly,
college
students
may
display
virtual
idenGty-­‐achievement.
ì The
realizaGon
and
digital
publicaGon
of
persevering
through
a
crisis,
or
life
experience
assists
students
in
commiong
to
and
idenGfying
values
and
aspects
of
their
(digital)
idenGty.

25. Virtual
Vector
6:
Developing
Purpose
ì Chickering
and
Reisser
(1993)
said
that
developing
purpose
“entails
an
increasing
ability
to
be
intenGonal,
to
assess
interests
and
opGons,
to
clarify
goals,
to
make
plans,
and
to
persist
despite
obstacles”
(p.
209).
ì “Developing
purpose
requires
formulaGng
plans
for
acGon
and
a
set
of
prioriGes
that
integrate
three
major
elements:
ì (1)
vocaGonal
plans
and
aspiraGons,
ì (2)
personal
interests,
ì (3)
interpersonal
and
family
commitments.
It
also
involves
increasing
intenGonality
in
exercising
personal
will
on
a
daily
basis.
ì To
be
intenGonal
is
to
be
skilled
in
consciously
choosing
prioriGes,
in
aligning
acGon
with
purpose,
in
moGvaGng
oneself
consistently
toward
goals,
and
in
persevering
despite
barriers
or
setbacks”
(Chickering
&
Reisser,
1993,
p.
212).

26. Virtual
Vector
7:
Developing
Integrity
ì Integrity
is
what
you
do
when
no
one
is
watching;
it's
doing
the
right
thing
all
the
Nme,
even
when
it
may
work
to
your
disadvantage.
ì Integrity
is
keeping
your
word.
Integrity
is
that
internal
compass
and
rudder
that
directs
you
to
where
you
know
you
should
go
when
everything
around
you
is
pulling
you
in
a
different
direcNon.
ì Some
people
think
reputaNon
is
the
same
thing
as
integrity,
but
they
are
different.
ì Your
reputaNon
is
the
public
percepNon
of
your
integrity.
Because
it's
other
people's
opinions
of
you,
it
may
or
may
not
be
accurate.
Others
determine
your
reputaNon,
but
only
you
determine
your
integrity
(Qualman,
2012).

27. Leaving
a
Legacy...
On
the
Internet,
college
students
are
constantly
seeking
to
affirm
their
core
values,
along
with
their
cyber-­‐friends’.
Digital
Integrity
“permeates
across
the
vectors
to
bring
competence,
emoGons,
relaGonships,
idenGty,
and
purpose
together
in
a
coherent
way
...
Many
students
may
not
be
ready
to
pull
their
enGre
development
into
congruence,
but
by
poinGng
out
that
this
is
possible-­‐or
by
poinGng
out
when
students’
speech
[including
online
posGngs]
and
acGons
lack
integral
congruence-­‐educators
lay
a
foundaGon
for
potenGal
future
growth”
(Renn
&
Reason,
2013,
p.
149).
It’s
kind
of
like
leaving
a
legacy...

28. @PMaxQuinn
What
do
you
want
your
legacy
to
be?
“To
Be
Remarkable,
Means
to
Act
with
AuthenGcity”
“Life
isn’t
about
finding
yourself,
its
about
creaGng
yourself”
For
a
full
list
of
sources,
please
contact
Max
–
pmaxquinn@gmail.com