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16
Chickering and Reisser (1993) also argue that student development is
influenced by educational environments such as friendships, student organizations,
as well as student communities. Hood, Riahinejad and White (1986) found that
involvement in campus activities was positively related to identity development.
One such way to become involved within an educational environment, as
advocated by Astin (1984) and Chickering and Reisser (1993) is to join peers in
student sub-cultures and organizations. Greek organizations consistently have been
found to provide higher levels of student involvement than other campus contexts.
The following section will review research concerning student involvement and
Greek affiliation.
Greek Affiliation and Student Involvement
Members of Greek organizations are significantly more involved in college,
participate more often in clubs and student professional organizations, as well as
have higher levels of interaction with other students. In a study of 6,646
undergraduate seniors at a major public southeast university, Pike and Askew (1990)
found that Greek member students have significantly higher levels of involvement
when compared with non-Greek students. Kaludis and Zatkin (1966) obtained
similar results, finding that members of Greek organization had higher levels of
academic and social involvement than non-Greek members, as well.
Hayek, Carini, O’Day, and Kuh (2002) conducted a study that compared the
engagement levels in college of Greek students as opposed to non-Greek students or
independents. Two thousand one-hundred eighty-two undergraduate students at 192
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 24 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 16 Chickering and Reisser (1993) also argue that student development is influenced by educational environments such as friendships, student organizations, as well as student communities. Hood, Riahinejad and White (1986) found that involvement in campus activities was positively related to identity development. One such way to become involved within an educational environment, as advocated by Astin (1984) and Chickering and Reisser (1993) is to join peers in student sub-cultures and organizations. Greek organizations consistently have been found to provide higher levels of student involvement than other campus contexts. The following section will review research concerning student involvement and Greek affiliation. Greek Affiliation and Student Involvement Members of Greek organizations are significantly more involved in college, participate more often in clubs and student professional organizations, as well as have higher levels of interaction with other students. In a study of 6,646 undergraduate seniors at a major public southeast university, Pike and Askew (1990) found that Greek member students have significantly higher levels of involvement when compared with non-Greek students. Kaludis and Zatkin (1966) obtained similar results, finding that members of Greek organization had higher levels of academic and social involvement than non-Greek members, as well. Hayek, Carini, O’Day, and Kuh (2002) conducted a study that compared the engagement levels in college of Greek students as opposed to non-Greek students or independents. Two thousand one-hundred eighty-two undergraduate students at 192 |
