Page 39 |
Save page Remove page | Previous | 39 of 154 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
31
The following section will explore conceptual and empirical research on
women’s identity development. Two theorists, in particular, Josselson and Gilligan
have discussed ways in which the developmental pathways of women may differ
from that of men. Research in regards to women’s identity development and women
on college campuses will be reviewed, as well.
Conceptual Research on Women’s Identity Development
Josselson
Josselson (1987) adapted Marcia’s (1966) four status model of identity to
study women’s identity development. The first status, the Foreclosure status-
Purveyors of Heritage, deals with women who exhibit a commitment to identity, but
have not yet experienced an identity crisis. Women in the second phase, Identity
Achievers or Pavers of the Way, have formed separate identities by breaking away
from the psychological ties to their childhood. Daughters of Crisis or Moratorium
Status women comprise the third status of Josselson’s theory. These women are
searching for their identities. Identity Diffusion women, those in the final status in
Josselson’s model, are also referred to as Lost-Sometimes Found Women. In this
status, women have not yet experienced crisis and commitment, the two most
important variables in identity development according to Josselson and Erikson.
Josselson (1987) defines identity as the stable, consistent, and reliable sense
of who one is and what one stands for. Josselson posits that identity development is
heavily dependent on two variables: crises and commitment. A woman’s identity
formation is contingent on the absence or presence of these two variables. However,
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 39 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 31 The following section will explore conceptual and empirical research on women’s identity development. Two theorists, in particular, Josselson and Gilligan have discussed ways in which the developmental pathways of women may differ from that of men. Research in regards to women’s identity development and women on college campuses will be reviewed, as well. Conceptual Research on Women’s Identity Development Josselson Josselson (1987) adapted Marcia’s (1966) four status model of identity to study women’s identity development. The first status, the Foreclosure status- Purveyors of Heritage, deals with women who exhibit a commitment to identity, but have not yet experienced an identity crisis. Women in the second phase, Identity Achievers or Pavers of the Way, have formed separate identities by breaking away from the psychological ties to their childhood. Daughters of Crisis or Moratorium Status women comprise the third status of Josselson’s theory. These women are searching for their identities. Identity Diffusion women, those in the final status in Josselson’s model, are also referred to as Lost-Sometimes Found Women. In this status, women have not yet experienced crisis and commitment, the two most important variables in identity development according to Josselson and Erikson. Josselson (1987) defines identity as the stable, consistent, and reliable sense of who one is and what one stands for. Josselson posits that identity development is heavily dependent on two variables: crises and commitment. A woman’s identity formation is contingent on the absence or presence of these two variables. However, |
