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10
CHAPTER TWO
CONCEPTUAL AND EMPIRICAL FOUNDATIONS FOR THE STUDY
The literature review for this study will be divided into six sections. First,
Erikson and Chickering’s theoretical perspectives on identity development will be
explored. Second, Astin’s involvement theory and empirical research on Greek
organizations will be reviewed. The next section will describe empirical research in
regards to differences within Greek organizations, as well as gender differences in
regards to development. The theoretical perspectives of Josselson and Gilligan, as
well as research in regards to women’s identity development will follow. Next,
research on women on college campuses will precede empirical research on sorority
organizations and social capital. The final section will review research on sorority
students and factors that may influence their identity development.
Theories of Identity Development in College
Psychosocial theorists posit that individual development is reliant on the
accomplishment of a series of developmental tasks (Pascarella & Terenzini, 2005).
According to Pascarella and Terenzini (2005) individuals face developmental
challenges as they grow older, and are influenced by socio-cultural or environmental
influences (Pascarella & Terenzini, 2005, p. 20). Two psychosocial theorists in
particular are reviewed in the next section. Erikson (1968) provides stages of
identity development throughout the human lifespan in his theoretical model.
Chickering (1969, 1993) provides seven vectors of development specific to college
age students.
Object Description
| Title | Student perspectives on identity development: describing the experiences sorority members perceive influenced their identity |
| Author | Sarkissian, Vergene |
| Author email | vergenes@usc.edu; sarkv@hotmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-05-13 |
| Date submitted | 2008 |
| Restricted until | Restricted until 2 Oct. 2009. |
| Date published | 2009-10-02 |
| Advisor (committee chair) | Goodyear, Rodney K. |
| Advisor (committee member) |
Malloy, Courtney Espalin, Charles A. |
| Abstract | This qualitative study examined the college related sources of impact that sorority member students perceived affected their identity development. A variant of Flanagan's (1954) Critical Incident Technique was used to ask sorority members (n=70) to describe one or two critical incidents that they believed had affected their sense of self, and then to rate the immediate positivity of the incident, as well its eventual effect on their sense of self. Three doctoral students reviewed the 100 obtained incident reports, from which they developed 14 themes: Participating in rush an/or joining a sorority; Being elected or serving in a sorority leadership position; Dealing with crisis; Receiving the support of sisters with in the sorority network; Being elected or serving in a leadership position in a campus related organization; Learning about myself as a result of a romantic relationship; Making an important, independent decision for myself; Making a commitment to community service and outreach; Sorority affiliated judgment or rejection; Having an experience of failure; Making the transition from home to college; Studying abroad; Receiving personal or career guidance from others; Engaging in a selfless act of compassion. The findings of this study provide valuable insight and knowledge to the potential benefits of sorority affiliation in regards to college women's identity development. The findings also support previous research on women's identity development and suggest gender specific developmental pathways. In congruence with student development research and theory, experiences related to student involvement, relationship, autonomy and crisis were prevalent in the participant responses. The limitations of the study, recommendations for future research and implications for higher education practice are also presented. |
| Keyword | identity development; women's identity development; sorority membership; sorority network; student inolvement; leadership; relationships; mentorship; social capital; crisis; autonomy; study abroad |
| 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 |
| Provenance | Digitized by the University of Southern California |
| Type | texts |
| Legacy record ID | usctheses-m1619 |
| Contributing entity | University of Southern California |
| Rights | Sarkissian, Vergene |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Sarkissian-2435 |
| Archival file | uscthesesreloadpub_Volume14/etd-Sarkissian-2435.pdf |
Description
| Title | Page 18 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 10 CHAPTER TWO CONCEPTUAL AND EMPIRICAL FOUNDATIONS FOR THE STUDY The literature review for this study will be divided into six sections. First, Erikson and Chickering’s theoretical perspectives on identity development will be explored. Second, Astin’s involvement theory and empirical research on Greek organizations will be reviewed. The next section will describe empirical research in regards to differences within Greek organizations, as well as gender differences in regards to development. The theoretical perspectives of Josselson and Gilligan, as well as research in regards to women’s identity development will follow. Next, research on women on college campuses will precede empirical research on sorority organizations and social capital. The final section will review research on sorority students and factors that may influence their identity development. Theories of Identity Development in College Psychosocial theorists posit that individual development is reliant on the accomplishment of a series of developmental tasks (Pascarella & Terenzini, 2005). According to Pascarella and Terenzini (2005) individuals face developmental challenges as they grow older, and are influenced by socio-cultural or environmental influences (Pascarella & Terenzini, 2005, p. 20). Two psychosocial theorists in particular are reviewed in the next section. Erikson (1968) provides stages of identity development throughout the human lifespan in his theoretical model. Chickering (1969, 1993) provides seven vectors of development specific to college age students. |
