Abstract:

The study of student development has long been considered a cornerstone of the higher education and student affairs (HESA) profession. However, perspectives on what constitutes student development have evolved as scholars continuously embrace more critical frameworks to implicate systems of power and oppression—what scholars have termed the third wave of student development. And yet, questions abound about which concepts are still relevant for contemporary college student populations and which no longer endure. In this paper, we take up this concern, together with analyzing the centrality of student development theory in the HESA profession. First, we revisit past and emerging understandings of student development, providing insights on how the profession must shift previously held ideas and embrace constructs that remain core to this area of study. Second, we consider what these perspectives on student development mean for teaching and practice, especially given the present sociopolitical context. We conclude with a call to (re)establish critical views on student development as a foundation of the HESA field.

摘要：

学生发展研究长期以来被认为是高等教育和学生事务（HESA）专业的基石。然而，随着学者们不断采用更批判性的框架来暗示权力和压迫体系（学者们将其称为学生发展的第三次浪潮），关于学生发展构成的观点也发生了变化。然而，关于哪些概念仍然与当代大学生群体相关、哪些不再持久的问题仍然存在。在本文中，我们探讨了这一问题，并分析了学生发展理论在 HESA 专业中的中心地位。首先，我们重新审视过去和新兴的对学生发展的理解，提供关于该专业必须如何改变以前持有的想法并接受该研究领域仍然核心的结构的见解。其次，我们考虑这些关于学生发展的观点对教学和实践意味着什么，特别是考虑到当前的社会政治背景。最后，我们呼吁（重新）建立对学生发展的批判性观点，作为 HESA 领域的基础。