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FIRST-GENERATION ARMENIAN AMERICAN COMMUNITY COLLEGE STUDENTS’ PERCEPTION OF EVENTS AFFECTING THEIR IDENTITY DEVELOPMENT
by
Roza Ekimyan
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the degree
DOCTOR OF EDUCATION
May 2008
Copyright 2008 Roza Ekimyan
Object Description
| Title | First-generation Armenian American community college students' perception of events affecting their identity development |
| Author | Ekimyan, Roza |
| Author email | rozae@sbcglobal.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-02-20 |
| Date submitted | 2008 |
| Restricted until | Restricted until 28 Apr. 2010. |
| Date published | 2010-04-28 |
| Advisor (committee chair) | Goodyear, Rodney |
| Advisor (committee member) |
Espalin, Charles Balok, David |
| Abstract | This study had two purposes: (1) to identify types of college-related impact on identity that first-generation Armenian American community college student reported and (2) to determine how those students conceptually organized those factors of impact. Utilizing Flanagan' s (1954) Critical Incident Technique, first-generation Armenian American community college students (69 females; 31 males) were asked to report one situation that had affected their sense of self. They also were asked to rate on a 1 to 7-point scale each experience 's (1) level of positivity and (2) eventual impact by completing the College Years Experience Questionnaire (CYEQ). Three doctoral students grouped the incidents into 12 categories.; Next, 15 students from the original sample rated the degree of similarity between each possible pair of the 12 categories. Data from those similarity ratings were analyzed using both multidimensional scaling (MDS) (constrained to a two-dimensional solution) and hierarchical cluster analysis. The graphical results were superimposed on each other to develop a concept map. The two dimensions that seemed to characterize the results were those of: (1) intimate contact vs. group contact; and, (2) classroom environment vs. non-classroom environment. The cluster analysis reduced the categories into five supraordinate categories that were labeled: persistence, personal growth, accountability, heritage and socialization. The 12 categories during the analysis of Phase One data were associated with key factors that prior research identified as influencing personal identity development and demonstrated the profound effect of college on the study participant 's identity development. The clusters explained the support or lack of support for first-generation Armenian American community college students receive from their institutions. Limitations of the study, directions for future research, and implications for higher education practitioners are discussed. |
| Keyword | first-generation Armenian American; community college students; college-related impacts; sense of self |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1190 |
| Rights | Ekimyan, Roza |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Ekimyan-20080428 |
| Archival file | uscthesesreloadpub_Volume40/etd-Ekimyan-20080428.pdf |
Description
| Title | Page 1 |
| Full text | FIRST-GENERATION ARMENIAN AMERICAN COMMUNITY COLLEGE STUDENTS’ PERCEPTION OF EVENTS AFFECTING THEIR IDENTITY DEVELOPMENT by Roza Ekimyan A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the degree DOCTOR OF EDUCATION May 2008 Copyright 2008 Roza Ekimyan |
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