Perry (1995) created a scale for intellectual development for students who are progressing through college. Perry created four stages of development including: Dualism, Multiplicity, Relativism, and Commitment. First, at the dualism level students are seeing things as black or white, right or wrong, success or failure, and knowledge is quantitative (Perry, 1995). Second, at the multiplicity level students diversity of opinions are recognized, but no judgments can be made because it is thought that everyone has a right to their opinion and none can be called wrong (Perry, 1995). Third, at the relativism level opinions, values and judgments are taken into consideration, some may be deemed inaccurate or wrong, some worthless, but students starting to consider other perspectives (Perry, 1995). Fourth, at the commitment level a choice or decision is made in awareness of relativism and thoughts are internalized (Perry, 1995).
Academic Advising Example...
A specific example in relation to advising is when I have to work with advising students out of a major due to a variety of reasons. For the dualistic level student they will be thinking on the working vs. not working level. Therefore, when working with that student we need to realistically look at what isn’t working and work together to determine our options for programs. The multiplicity level student I will provide them with a realistic list that shows the required GPA and where their GPA is at, the required volunteer hours and where their volunteer hours are at, progress in classes and where the progress should be at. The level of relativism is when we would start looking at other programs or considering other interest areas in order to re evaluate and see what the next steps are. Last, the commitment level is when the student indeed makes the decision and sets goals for him or her self in order to succeed in whatever decision made.
2 comments:
I sense Lisa that you must have an interesting job in your role of advising-- you have to a little something about a lot of stuff. I also sense that it can probably be difficult in some cases as you advise them and in some cases to use your words, "advise students out a major"-- we're talking about whole lives, entire plans, anticipated careers that may not be realistic, huh? If we look at Perry-Scale as a kind of maturation from dualism on up, what if that maturation isn't present? How difficult does that make your role?
I wouldn't necessarily say that I say to the student you cannot major in elementary education. Instead, I may have a conversation that helps the student realize for him/her self that the program may not be their "right" fit. For example, you are not performing well in your education classes, dislike volunteering in the school, etc--what is it that you like about being declared an education student? Most responses are--when you put it that way--I don't know if it is the right fit, but my Mom is a teacher and I have always liked being in her class.
Helping students work through the reality and guide them to finding their right fit.
Yeah, students all mature at different levels. Some are ready to decide after their first year, and others are ready decide after their sophomore year. The maturity of a student definately plays into the development of a student through college. From comparing a new freshmen to a senior students learn how to think independently, make decisions for themselves, and think critically.
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