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61
Theme Descriptions and Incident Excerpts
This study aimed to capture the sorority student’s perspective on the sources
of impact on their identity development during college. Selected responses from the
CYEQ are used to accurately depict the varied experiences relating to themes found
in each of the 14 categories. The category titles are an abridged representation of the
major themes contained within each group.
1. Participating in rush and/or joining a sorority. (Sorority Membership).
This category comprised 10% of the total incident responses, and dealt with
participants engaging in sorority rush activities and accepting a bid to join a
particular sorority. Participants reported that the process of rushing a sorority as well
as learning about the sorority system had a profound effect on their sense of self.
These sorority experiences included: engaging in sorority rush activities, accepting a
bid to join a particular sorority, learning about the sorority system, searching for the
sorority that best fits ones values, establishing new relationships through friendships
and connections, negative experiences within the sorority, feeling a part of a
community and attachment to the university, as well as feeling accepted and wanted
by peers.
One example from this category of responses was:
I think that being chosen to become a member of my sorority influence[d] my
sense of who I am. While I did not fit specifically into the stereotypes of my
sorority sisters, knowing that I was accepted and wanted by these smart,
talented, and gorgeous girls made me feel that maybe I too fit into this
category Receiving your bid from a particular house completely dictates the
path that college will lead you on – from who your life-long friends will be,
to what major you may choose, and what potential spouses you may meet.
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 69 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 61 Theme Descriptions and Incident Excerpts This study aimed to capture the sorority student’s perspective on the sources of impact on their identity development during college. Selected responses from the CYEQ are used to accurately depict the varied experiences relating to themes found in each of the 14 categories. The category titles are an abridged representation of the major themes contained within each group. 1. Participating in rush and/or joining a sorority. (Sorority Membership). This category comprised 10% of the total incident responses, and dealt with participants engaging in sorority rush activities and accepting a bid to join a particular sorority. Participants reported that the process of rushing a sorority as well as learning about the sorority system had a profound effect on their sense of self. These sorority experiences included: engaging in sorority rush activities, accepting a bid to join a particular sorority, learning about the sorority system, searching for the sorority that best fits ones values, establishing new relationships through friendships and connections, negative experiences within the sorority, feeling a part of a community and attachment to the university, as well as feeling accepted and wanted by peers. One example from this category of responses was: I think that being chosen to become a member of my sorority influence[d] my sense of who I am. While I did not fit specifically into the stereotypes of my sorority sisters, knowing that I was accepted and wanted by these smart, talented, and gorgeous girls made me feel that maybe I too fit into this category Receiving your bid from a particular house completely dictates the path that college will lead you on – from who your life-long friends will be, to what major you may choose, and what potential spouses you may meet. |
