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34
findings related to women’s identity formation including the dynamics of
interpersonal relationships and factors that influence their development.
Empirical Research on Women’s Identity Development
Two of Chickering and Reisser’s (1993) seven vectors of student
development pertain specifically to differences in gender with regard to identity
development. The third vector, Moving through Autonomy towards independence
focuses on the development of self-sufficiency and interdependence. The fourth
vector, Developing mature interpersonal relationships (MIR) reflects the notion that
peer interaction provides for a learning environment and helps shape the student’s
personal identity. As stated previously, women’s identity development has been
linked more closely with the development of the mature relationships vector; males
have been linked to the autonomy towards independence vector during identity
formation. In addition, several researchers have suggested that women’s identity
development is more aligned with intimacy (Josselson , 1987; Marcia, 1980,
Schiedel & Marcia, 1985). In their study on the role of gender in adolescent identity
and intimacy decisions, Lacombe and Gay (1998) found that females tend to resolve
dilemmas by integrating factors dealing with identity and intimacy.
Greeley and Tinsley (1988) addressed gender differences in the development
of autonomy and intimacy during college. The study findings revealed that women
obtained significantly higher intimacy scores than men in college and that intimacy
development preceded autonomy development for most women. In fact, “intimacy
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 42 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 34 findings related to women’s identity formation including the dynamics of interpersonal relationships and factors that influence their development. Empirical Research on Women’s Identity Development Two of Chickering and Reisser’s (1993) seven vectors of student development pertain specifically to differences in gender with regard to identity development. The third vector, Moving through Autonomy towards independence focuses on the development of self-sufficiency and interdependence. The fourth vector, Developing mature interpersonal relationships (MIR) reflects the notion that peer interaction provides for a learning environment and helps shape the student’s personal identity. As stated previously, women’s identity development has been linked more closely with the development of the mature relationships vector; males have been linked to the autonomy towards independence vector during identity formation. In addition, several researchers have suggested that women’s identity development is more aligned with intimacy (Josselson , 1987; Marcia, 1980, Schiedel & Marcia, 1985). In their study on the role of gender in adolescent identity and intimacy decisions, Lacombe and Gay (1998) found that females tend to resolve dilemmas by integrating factors dealing with identity and intimacy. Greeley and Tinsley (1988) addressed gender differences in the development of autonomy and intimacy during college. The study findings revealed that women obtained significantly higher intimacy scores than men in college and that intimacy development preceded autonomy development for most women. In fact, “intimacy |
