The theory was created specifically to examine the identity development process of students in higher education, but it has been used in other areas as well.
It examines this by means of seven vectors of development which contribute to the development of identity:[2] These vectors can be thought of as a series of stages or tasks that deal with feeling, thinking, believing, and relating to others.
Developing in multiple vectors allows individuals to function with greater stability and intellectual complexity.
In Education and Identity, Chickering and Reisser use the analogy of the three-tined pitchfork to describe competence.
The handle of the pitchfork represents the sense of competence that comes from the knowledge that the individual is able to achieve goals and cope with adverse circumstances.
Chickering moved this up to list of vectors in his revised edition in order show the importance of developing relationships.
This includes physical appearance, gender and sexual identity, ethnicity, and social roles.
[1][3] In this vector, an individual develops commitment to the future and becomes more competent at making and following through on decisions, even when they may be contested.
After this is established, the individual begins to assemble a core group of personal values which are firmly held, but the beliefs of others are considered and respected.