Page 57 |
Save page Remove page | Previous | 57 of 154 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
49
formation of individual identity” (p. 516). Sororities may serve as agents for “group
identity” and thus serve to facilitate the formation of individual identity.
Sorority membership can be regarded as a mutually supportive relationship
where both the organization and the individual benefits. The individual is
strengthened through the sorority environment as an opportunity structure for
involvement and through the building of relationships. The developmental
opportunities and social capital provided to members also facilitates the identity
development of its members. The organization is strengthened through the
contributions of its members by “instilling the values of their organizations and their
host institution,” as revealed by the NPC standards.
In regards to the seven vectors of development, Chickering and Reisser
(1993) suggest that “when students are encouraged to form friendships and to
participate in communities that become meaningful subcultures, and when diversity
of backgrounds and attitudes as well as significant interchanges and shared interests
exist, development along all seven vectors is fostered” (p. 316). Sororities, as
meaningful subcultures, provide students with opportunities for such significant
interchanges, as well as the ability to form and foster friendships with the common
interest of the organization at heart. Gilligan and Josselson reiterate the importance
of a women’s need for relationships and intimacy. Pascarella and Terenzini (1991)
posit that prior levels of development may reasonably affect later levels of
development. In the case of women’s identity development, research suggests that
for women, the development of mature relationships may serve as a prerequisite to
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 57 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 49 formation of individual identity” (p. 516). Sororities may serve as agents for “group identity” and thus serve to facilitate the formation of individual identity. Sorority membership can be regarded as a mutually supportive relationship where both the organization and the individual benefits. The individual is strengthened through the sorority environment as an opportunity structure for involvement and through the building of relationships. The developmental opportunities and social capital provided to members also facilitates the identity development of its members. The organization is strengthened through the contributions of its members by “instilling the values of their organizations and their host institution,” as revealed by the NPC standards. In regards to the seven vectors of development, Chickering and Reisser (1993) suggest that “when students are encouraged to form friendships and to participate in communities that become meaningful subcultures, and when diversity of backgrounds and attitudes as well as significant interchanges and shared interests exist, development along all seven vectors is fostered” (p. 316). Sororities, as meaningful subcultures, provide students with opportunities for such significant interchanges, as well as the ability to form and foster friendships with the common interest of the organization at heart. Gilligan and Josselson reiterate the importance of a women’s need for relationships and intimacy. Pascarella and Terenzini (1991) posit that prior levels of development may reasonably affect later levels of development. In the case of women’s identity development, research suggests that for women, the development of mature relationships may serve as a prerequisite to |
