The Vermont Connection


As the student affairs profession continues to develop, it is imperative to remain aware of the changing demographics of college and university students’ various identities. Given the changing landscape of higher education, it is extremely important to take sexual orientation identity formation and its influence on student development into account. In this paper, I will explore Cass’s (1979, 1996) and Fassinger’s (1998) sexual orientation identity formation models and provide a comparative analysis of each theory. I will also identify how knowledge of these theories can inform the work of student affairs educators in creating more inclusive college and university environments.