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21
Hazing
Hazing is a complex social problem on college campuses and is defined as
the mental and/or physical degradation of any person. The practices of hazing
accounted for 90 deaths in the 1990’s and 15 deaths in the year 2000 alone. Nuwer
(1999) reveals that 50 of these deaths have been associated with college fraternities.
Hazing in Greek organizations has been most prevalent during rush, the system
whereby new members are invited to join a given fraternity or sorority. Once
selected, the new members are often initiated through hazing practices. Ellsworth
(2006) conducted a study on hazing activities among selected student organizations.
The 114 study participants included fraternity and sorority members, student
athletes, ROTC members and members of the marching band of a large, public, four-year
research institution. The students were asked to identify activities they
considered to be forms of physical and/or psychological hazing. Although there were
differences among the types of hazing activities that were initiated across different
student organizations, there were ten activities that the entire sample, irrespective of
group affiliation, agreed to as hazing practices. These 10 activities are: forced to
consume excessive amounts of alcoholic beverages; struck by an object, such as a
ball, baton, fist or paddle; handcuffed or tied to a building or structure; receive a
brand or tattoo; drink or eat substances not intended for normal consumption;
deprived of beverages or food by others; perform sexual acts; participate in streaking
or other activities while naked; deprived of sleep by others; and stealing (Ellsworth,
2006). When comparing the mean score of participants, Ellsworth (2006) also found
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 29 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 21 Hazing Hazing is a complex social problem on college campuses and is defined as the mental and/or physical degradation of any person. The practices of hazing accounted for 90 deaths in the 1990’s and 15 deaths in the year 2000 alone. Nuwer (1999) reveals that 50 of these deaths have been associated with college fraternities. Hazing in Greek organizations has been most prevalent during rush, the system whereby new members are invited to join a given fraternity or sorority. Once selected, the new members are often initiated through hazing practices. Ellsworth (2006) conducted a study on hazing activities among selected student organizations. The 114 study participants included fraternity and sorority members, student athletes, ROTC members and members of the marching band of a large, public, four-year research institution. The students were asked to identify activities they considered to be forms of physical and/or psychological hazing. Although there were differences among the types of hazing activities that were initiated across different student organizations, there were ten activities that the entire sample, irrespective of group affiliation, agreed to as hazing practices. These 10 activities are: forced to consume excessive amounts of alcoholic beverages; struck by an object, such as a ball, baton, fist or paddle; handcuffed or tied to a building or structure; receive a brand or tattoo; drink or eat substances not intended for normal consumption; deprived of beverages or food by others; perform sexual acts; participate in streaking or other activities while naked; deprived of sleep by others; and stealing (Ellsworth, 2006). When comparing the mean score of participants, Ellsworth (2006) also found |
