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27
in personal development when compared to non-Greek women, as well as men, both
Greek and non-Greek.
Cognitive Outcomes
Although Pascarella, Edison, Whitt, Nora, Hagedorn and Terenzini (1996)
found negative effects of Greek affiliation on cognitive development by the end of
the freshman year of college, a more recent study found positive effects among
sorority member students. Pascarella, Flowers and Whitt (2001) published a study
entitled Cognitive Effects of Greek Affiliation in College: Additional Evidence. This
study involved 18 four year colleges in 15 states and 3, 331 Greek member student
participants. This study assessed the effects of Greek affiliation on five identified
end-of-second year cognitive outcomes. These outcomes consisted of: writing skills,
science reasoning, gains in understanding of the arts and humanities, gains in
understanding science, gains in writing and thinking skills. While the findings
revealed that male fraternity membership had negative effects on all five cognitive
outcomes, sorority membership had a statistically significant, positive effect on
writing and thinking skills, as well as understanding science.
Confidence
Women college students reported less confidence than their male
counterparts in college (Smith, Morrison & Wolf, 1994; Clark & Zehr, 1993).
Research findings reveal that the opposite is true within the Greek community. A
two year longitudinal study conducted by Kilgannon and Erwin (1992) examined the
impact, on one campus, of Greek affiliation on the moral reasoning and identity
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 35 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 27 in personal development when compared to non-Greek women, as well as men, both Greek and non-Greek. Cognitive Outcomes Although Pascarella, Edison, Whitt, Nora, Hagedorn and Terenzini (1996) found negative effects of Greek affiliation on cognitive development by the end of the freshman year of college, a more recent study found positive effects among sorority member students. Pascarella, Flowers and Whitt (2001) published a study entitled Cognitive Effects of Greek Affiliation in College: Additional Evidence. This study involved 18 four year colleges in 15 states and 3, 331 Greek member student participants. This study assessed the effects of Greek affiliation on five identified end-of-second year cognitive outcomes. These outcomes consisted of: writing skills, science reasoning, gains in understanding of the arts and humanities, gains in understanding science, gains in writing and thinking skills. While the findings revealed that male fraternity membership had negative effects on all five cognitive outcomes, sorority membership had a statistically significant, positive effect on writing and thinking skills, as well as understanding science. Confidence Women college students reported less confidence than their male counterparts in college (Smith, Morrison & Wolf, 1994; Clark & Zehr, 1993). Research findings reveal that the opposite is true within the Greek community. A two year longitudinal study conducted by Kilgannon and Erwin (1992) examined the impact, on one campus, of Greek affiliation on the moral reasoning and identity |
