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25
discussed in the previous section, research suggests that Greek affiliation affects
women and men differently. Differences concerning alcohol abuse and, gender
violence have been documented in empirical research (Kuh & Arnold, 1993;
Pascarella et al., 1996, Whipple, 1998).
Greek men and women differ in regards to their organizational structures and
operations as well. William McKee (1987) noted that most fraternities delegate the
day- to- day management of the chapters to paid staff, whereas national sororities
rely on board members, as well as volunteer officers to manage their perspective
chapters. Sorority national officers also have longer terms of office, four to six years,
as opposed to fraternity national officers whose terms of office run from two to four
years. McKee (1987) also states that a higher percentage of sorority members, as
opposed to fraternity members, tend to remain involved with their chapter after
graduation.
Parker and Gade (1981) found that sorority and fraternity members also
differed when it came to issues of independence. Fraternity members indicated more
independence, less traditional orientation and more competition than their sorority
counterparts. In her study on the social ecology of sororities, Risman (1982) found
that in contrast to fraternities, sororities act as loco parentis, a situation when a
person or organization is granted legal responsibility or assumes the symbolic
responsibility of a parent in place of the actual parent (www.wikipedia.org). Sorority
members refer to one another as sisters and often a “house mother” serves to help
sorority sisters in times of need. Zirkel (1992) also found that sorority member
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 33 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 25 discussed in the previous section, research suggests that Greek affiliation affects women and men differently. Differences concerning alcohol abuse and, gender violence have been documented in empirical research (Kuh & Arnold, 1993; Pascarella et al., 1996, Whipple, 1998). Greek men and women differ in regards to their organizational structures and operations as well. William McKee (1987) noted that most fraternities delegate the day- to- day management of the chapters to paid staff, whereas national sororities rely on board members, as well as volunteer officers to manage their perspective chapters. Sorority national officers also have longer terms of office, four to six years, as opposed to fraternity national officers whose terms of office run from two to four years. McKee (1987) also states that a higher percentage of sorority members, as opposed to fraternity members, tend to remain involved with their chapter after graduation. Parker and Gade (1981) found that sorority and fraternity members also differed when it came to issues of independence. Fraternity members indicated more independence, less traditional orientation and more competition than their sorority counterparts. In her study on the social ecology of sororities, Risman (1982) found that in contrast to fraternities, sororities act as loco parentis, a situation when a person or organization is granted legal responsibility or assumes the symbolic responsibility of a parent in place of the actual parent (www.wikipedia.org). Sorority members refer to one another as sisters and often a “house mother” serves to help sorority sisters in times of need. Zirkel (1992) also found that sorority member |
