Student Development Issues Depicted in Accepted - Essay Example

Development Issues: Accepted             College has a challenging environment that ignites self-realization in students, as well as the ideals and beliefs that they value most. This is well demonstrated by the movie Accepted whereby the main character, Bartleby goes through a journey of self-realization. This essay demonstrates how Bartleby goes through the Chickering’s vectors of development, and suggest ways in which the school authority can help the students to go through this successfully, and consequently, equip well for college. Student Development Issues in Accepted Introduction Graduation from high school signifies an important part of a student life because it marks the transition from high school to college, or from control to freedom. As opposed to high school, college has absolute freedom, and the student is faced with making of the most important decision in his/her life. In addition, all the responsibilities are left with the students, and thus, the decisions they make will determine whether they have a successful college life or not. As a result, before leaving high school students should be prepared through training, mentorship and counselling for the drastic change lifestyle. College has a challenging environment that ignites self-realization in students, as well as the ideals and beliefs that they value most. This is well demonstrated by the movie Accepted whereby the main character, Bartleby goes through a journey of self-realization. He experiences identity development throughout the movie, which will be analyzed in light of Chickering’s theory of identity development. Background The excitement of finishing university, and waiting to join college is usually an essential experience in a student’s life. But, what happens when one come to a bitter realization they may never have a chance to experience college life. Such is the case of Bartleby and two other students who for one reason or the other are the only ones who will not join a college. Bartleby is the kind of student normally referred to as ‘popular’. He focus all his efforts in enjoying life, neglecting academics, and avoiding responsibilities. Consequently, he fails to secure a place at any of the colleges that he applies as they all reject his applications (Pink, 2006). As the graduation draws near, unlike his friends, Bartleby realizes that he will not have a chance to experience college life. In addition, his parents also mounts pressure on him, and this drives him to confusion and distressed about his position in the society. Nevertheless, Bartleby is afraid to disappoint his parents, and troubled with the situation, together with the other two Daryl and Rory they set up an imaginary college. They pick an abandoned psychiatric hospital and renovate it and make it look like a college. In addition, Bartleby uses his charm to convince his friend Sherman to help them in developing a website and creating acceptance letters for showing their parents. However, things turn out unexpectedly as other students who see the imaginary college online applies and goes ahead to report on the first day for college. Therefore, Bartleby is left with no choice, but to manage the school. Statement of the problem As the students prepare to go to college, Bartleby remains distraught because he failed to secure a place at any of the colleges that he applied. He is left confused because of not knowing what turn his life will take since he will not join a college. Furthermore, he is ashamed with his failure, and afraid to disappoint his parents. Bartleby is at a very challenging point in his life, and this experience helps him achieve self-realization that shapes student’s identity especially when they go to college. Chickering’s Theoretical Framework Chickering proposed a theoretical framework of development that students pass through in college, which leads to identity development. This comprises seven vectors that students fall through during their college development. These include are outlined below: Competence Development- in this vector, one recognizes and develops intellectual and interpersonal competence. Further, physical and manual skills are also developed. Emotions Management- this refers to recognition and appreciation of emotions and developing appropriate ways to express them. Purpose Development- one develops career goals; they commit to personal interests and activities. They also establish robust interpersonal commitment. Identity Development- individuals develop and humanize values. There is also personalization of values and congruence creation and development. Autonomy toward Independence- in this vector, individuals increase and establish and emotional freedom Identity establishment- an individual does acknowledgement indifference of identity. They base the identity on ethnic background, personal orientation and even on gender Interpersonal relations development- individuals appreciate aspects of interpersonal tolerance, differences in culture and finally creation of sound intimate relationships. Analysis of Bartleby’s situation reveals that he goes through these stages of development owing to the experiences that he goes through, and finally, he achieves development of identity and understand himself better. In developing the competence stage, it is the responsibility of the school through the guidance and counselor to assist Bartleby discover himself or know himself, and thus move successfully through the first vector. In addition, the school administration can help the students discover and exploit their potential by creating an environment where students can identify their likes, dislikes, as well as weaknesses and strengths, among other opportunities at the exposure (Evans et al., 2010). This can be achieved through several channels such as career education, or creating an honest feedback channel. With this, the administration will encourage students to learn deeply about themselves, and also connect the classroom content with that of the actual world. Concerning emotional development, Bartleby did not have any idea of how to deal with his emotions, and thus, instead of confronting them he decided to bury them inside. This is very harmful, and administration should develop channels that encourage students to talk, and share their emotions in order to avoid build-up of stress inside them (Gore & Carter, 2001). Professionals in charge of student affairs need develop ways of helping students manage their emotions so that they do not end up making bad decisions as outlets to their emotions such as creating a fake school in the case of Bartleby in the movie Accepted. For example, the students can be taken through workshops modelled to provide knowledge on how students can handle their emotions. This not only prepares them to manage their emotions well, but also gives them handy skills required for the challenging life in college (Saha, 2012). Bartleby achieves autonomy when he creates a fake school and goes ahead to manage it whereby he has to make important decisions and call the shots. This contradicts the life in high school where almost every decision was made on his behalf, and his role was to obey and maintain them. Autonomy towards independence is a developmental stage that students go through in the transition from a controlled life to an independent life in college. Therefore, it is important the students get support to go through this stage successfully. If Bartleby had learned about freedom and the responsibility that come with it from high school, he would have been in a position to make beneficial and better decision. In college, students attain absolute freedom, and if they lack training on how to handle this training then they end making bad decisions (Evans et al., 2010). Therefore, administration should develop ways of educating students about the college freedom, and how to use it effectively. Chickering’s developing mature interpersonal relationship is another stage that Bartleby passes through. This best shows during Bartleby’s interaction with Sherman whereby he showed confidence talking with his friend despite adorning an embarrassing costume. Finally, there are vectors of developing purpose, establishing identity and developing integrity, which go hand in hand with the three vectors discussed above. Hence, the student affairs professionals need to educate students on careers and assist them develop career options through developing purpose. In addition, they can create activities that promote, and educate on the value of integrity and how to achieve it (Spady, 1996). In conclusion, the movie Accepted provides a perfect platform for understanding issues that affect students during their development and transitions to college. Through Bartleby, the movie enhances Chickering’s several vectors of development that a student goes through during the transition to college. From the movie, it is clear that a student guidance, student affairs professionals and the administration have a major role to play in helping students go through the developmental stages successfully. References Gore, P.A. & Carter, L.P. (Eds). (2001). Students in transition: Research and Practice in career               Development. Columbia, SC: University of South Carolina. NCAM. (2013, February 15). Educational Issues for Students With Disabilities. Retrieved from National Center for Accessible Media: http://ncam.wgbh.org/invent_build/web_multimedia/accessible-digital-media-guide/educational-issues-for-student Evans, N. J., Forney, D.S., Guido, F.M., Patton L.P., & Renn, K.A. (2010). Student                Development   in college: Theory, research and practice. (2nd Ed.) San Francisco, CA:              Jossey Bass. Pink, S. (Director). (2006). Accepted [Motion Picture]. Saha, N. (2012). Media Review: Student in Transition: Research and practice in career               Development. Journal of student affairs and practice. 49 (4), 463-466 Spady, R.J. & Bell, C. H. (1996). The search for enlightened leadership, Volume1: Applying                New Administrative theory. Olympia, WA: Pan Press         Read More