Running head: INFORMAL THEORIES 1

Informal Theories

Kaylie Connaughty

University of Wisconsin-La Crosse

INFORMAL THEORIES 2

Abstract

Informal theory and formal theory are two different, but equally important tools when

trying to make sense of phenomena. Formal theories are structured, in that they use

description, explanation, prediction, and control to explain what is happening or has

happened. Informal theory uses a persons learned experiences to come to a conclusion

about something. While formal theories use research as a basis, informal theories come

from the connections we make about daily activities or actions based on what we

understand to be true or what we have observed. It can be argued that we all have

informal theories. This paper will discuss how my experiences, interests, and aspirations

have set me on a specific path.

Keywords: informal theories

INFORMAL THEORIES 3

During my undergraduate career here at the University of Wisconsin-La Crosse, I

was able to have a variety of experiences that set me on the specific path of student

affairs administration. I was on the psychology track since I had first entered college in

the fall of 2011 and I was not exactly sure what I wanted to do with that degree. It

seemed to me that I was just following in my mothers footsteps to working with children

with behavioral disorders. Although that still interests me, I found my passion three years

later. When I was an undergrad my interests always included helping people. I wanted to

make sure that my friends knew what they were doing when it came to classes, deadlines,

organization, clubs, and even applying to graduation. It wasnt apparent at first, but

during my third year here I had realized what I was good at. Other interests of mine

include anything outdoors: hiking, biking, kayaking, volleyball, and pretty much anything

else that allows interaction with other people or the environment. I learned a lot between

the time I was a first-year student to a graduating senior. My experiences helped put me

on the path I was meant to be on and even built some informal theories in the process.

When looking back on my life as a first-year student, I realize how much I had

grown by the time I graduated four years later. As a first year student, I had come into

college thinking that I could study the same way I did in high schoolthe night before a

test. I received very good grades throughout that time in my life, so I assumed that study

tactic would work in college as well. I quickly found out that was not the case. I learned

that studying is something that needs to be done throughout the course of the class and

not just a couple hours the night before. By the time I graduated college, I had mastered

the use of flashcards, Quizlet, and organization. In addition to my change in study and

academic habits, I also realized in that four-year period that I needed to get involved with
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campus life. I never realized how important that connection is to an identity. Many

people will tell you that college was the best four years of their life, and I would

definitely agree. College is what you make it. Developing that connection to others and

that connection to the school will give you growth in areas of your life you may not even

knew existed. Whether its playing intramural sports or joining theater, those connections

will give you skills that help in all career fields. This is something that no one had told

me coming into college. I had come to La Crosse with people from my high school and I

figured I would be okay with that. I obviously was not because I left the country to gain

more cultural exposure. I studied abroad in Italy my fall semester of junior year. This

was the best decision I had ever made because it plummeted me into the world of student

affairs. After leaving Europe and rejoining my friends and family in the states, I started

volunteering in the Office of International Education as a peer mentor and also became a

campus advocate for Academic Programs International. These experiences that were not

focused primarily on academics were what guided me on the path to graduate school. I

knew that I had to inform others that college is more than just studying, taking tests, and

writing essays. Although they should always be a priority, it is crucial in a students

development to become involved in off-campus activities that they are passionate about.

These undergraduate experiences caused me to develop many generalizable

conclusions, or informal theories, about how students develop, learn, and grow. First, I

believe that a student needs to be involved in their school. Playing intramural sports,

joining clubs, participating in Awareness Through Performance, joining theater, and more

will develop relationships with other students and professors that they may never have

met before. College campuses are sometimes much more diverse than a students high
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school. Some kids may have never interacted with people who identify differently than

them before they embarked on this journey. Simple experiences that are in the larger

college environment facilitate relationships, discussions, and encourage new ideas and

worldviews. I believe that enrolling in activities like this make undergraduate

experiences more enjoyable. Another conclusion that I drew from my own experiences is

that it is important to gain cultural competence. Unfortunately many people do not get

the chance to study abroad, but there are activities, events, and discussions that involve

diversity. It seems that this topic is not readily talked about in classes, especially STEM

courses. Attending events that are put on by clubs and organizations on campus that

relate to diversity and social justice allow a very important set of skills to develop in an

individual. I believe that the more knowledge about diversity and social justice a student

has, the more holistically they will develop as a person. The last informal theory that I

developed from my experiences as an undergraduate was the importance of studying.

Although I mentioned how important a connection to college in a non-academic way is

crucial, it is not to set aside academics. Students come to college to get a degree but can

get caught up in the fun on the way there. I believe that if a student sets aside times to

study and times to have fun in an organized way, he or she will be successful. I tried

never to stray away from my schedule, and that ended up working out for me. I had a

routine so I was always able to complete my projects and study for my exams. If students

plan their schedule out and stick to it, they will be successful. In order for students to

develop holistically, they must realize the responsibility they have towards academics and

commit to them, attend events and engage in discussions to learn more about diverse
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populations, and finally, participate in activities that give them a break from reality and

allow you to connect with others and with the college environment.

My various identities definitely aided in my college experience in a positive way.

I understand that there are privileged and unprivileged identities that play a part of every

students development. I am fortunate enough that my family was not of low

socioeconomic status, and this helped tremendously in my journey through college. I was

very lucky in that I did not have to worry so much about paying tuition and more on my

studies and other obligations. In addition, I was one of the few that had the opportunity

to study abroad. This experience is not available to all students so they are not able to get

that same experience. I gained a great deal of cultural insight and personal development

skills while I was overseas. In addition to that identity, I was also not as marginalized as

many others that attend this school. I identify as White and heterosexualtwo identities

that are privileged. I do, however, identify as female. I have received many insulting

comments about being a woman and where my place should be, but nothing to an

extreme. Again, I am fortunate enough to not have to deal with society in a negative way.

Many students face discrimination and oppression, which can ultimately hinder their

development and discourage them to succeed. Student affairs professionals are there to

help, but a lot of the time those students do not seek it. In order to help those that are

being discriminated against, experiencing overt oppression, or micro-aggressions, student

affairs needs to aid them and make their services known. After discussing this topic, I

realize that although some identities may be similar, they are intersectional. Some

oppressed identities may invisible, while others are apparent. Students need to be
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approached in an equitable way in order to aid in finding solutions to whatever problem

they may have.

The experiences that I had during my undergraduate time here at the University of

Wisconsin-La Crosse helped me see the importance of student affairs. I developed many

informal theories from these experiences that I, along with others in my cohort, will take

to their future job. I believe that these theories can be changed or improved upon within

these next two years as well.