The impact of intellectual and interpersonal experiences on the psychological development of twelve women in college.

Abstract

This research describes and explains the intellectual and relational development of young adult women in college. Theories of late adolescent identity, intellectual, moral, and relational development are traced historically, and critiqued. The principal questions raised were: What intellectual experiences and which interpersonal relationships were most compelling? And, how were these pivotal experiences and relationships related to changes in these women's constructions of their intellectual work, their ways of relating to people important in their lives, their self-knowledge, and their future plans? In-depth individual interviews were conducted by a trained clinical psychologist with twelve college seniors. Verbatim transcripts were analyzed means of clinical interpretation and inference. Two models of developmental changes were proposed which explicate patterns of change in intellectual and relational development. The template of intellectual experiences offers a paradigm from which to understand repeating cycles of intellectual development. The model of relational orientations extends recent research on the developmental functions of relationships in women's lives. Based on students' awareness of their life experience and choices, the analyses reframed extant theory on college student development. The study also made initial steps toward understanding the interrelationship between intellectual and interpersonal maturation. New theoretical insights and directions for research on young adulthood are presented. The findings of this study are especially relevant to college and university personnel and those in mental health professions.