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68
8. Making a commitment to community service and outreach. (Community)
Six student incidents were coded into this category. Participants described events
that included joining a mentoring program, a service organization and participating
in Alternative Spring break as important events in their development of identity.
One 21year old junior stated that:
Joining a mentoring program to help mentor young middle-school aged girls
in matters such as body issue, sex, drugs, alcohol, pregnancy, etc. other
people involved included the 30 or so other college mentors. This has been
the most valuable and rewarding experience I have had in college….
A junior participant described her experience with the Joint Educational Project:
My freshman year I participated in JEP (Joint Educational Project) which
allowed me to work with a first grade class for a semester. To supplement my
class, I worked with two other students to teach the first graders about
exercise, nutrition, and general health information. It was important to learn
that working in a group takes a lot of planning and effort, and also that giving
is a rewarding experience.
9. Sorority Affiliated Judgment or Rejection. (Rejection) Six incidents fit into
this category. This theme was defined by experiences of participants feeling judged,
dismissed or criticized by fellow sorority and fraternity members, while others
described experiences of dealing with various stereotypes in regards to sorority
membership by those outside of the Greek system.
A 20 year old junior described being stereotyped because of her sorority
affiliation her Freshman year:
Within my first few weeks at school, a group of boys out one night asked me
and my friends which house we belonged to. When we responded “Pi Phi”
they all high-fived us and told us that we were to be congratulated for making
it into the “hot” sorority. While immediately gratifying, after thinking back
on the incident I realized that I did not want to solely think of myself as a
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 76 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 68 8. Making a commitment to community service and outreach. (Community) Six student incidents were coded into this category. Participants described events that included joining a mentoring program, a service organization and participating in Alternative Spring break as important events in their development of identity. One 21year old junior stated that: Joining a mentoring program to help mentor young middle-school aged girls in matters such as body issue, sex, drugs, alcohol, pregnancy, etc. other people involved included the 30 or so other college mentors. This has been the most valuable and rewarding experience I have had in college…. A junior participant described her experience with the Joint Educational Project: My freshman year I participated in JEP (Joint Educational Project) which allowed me to work with a first grade class for a semester. To supplement my class, I worked with two other students to teach the first graders about exercise, nutrition, and general health information. It was important to learn that working in a group takes a lot of planning and effort, and also that giving is a rewarding experience. 9. Sorority Affiliated Judgment or Rejection. (Rejection) Six incidents fit into this category. This theme was defined by experiences of participants feeling judged, dismissed or criticized by fellow sorority and fraternity members, while others described experiences of dealing with various stereotypes in regards to sorority membership by those outside of the Greek system. A 20 year old junior described being stereotyped because of her sorority affiliation her Freshman year: Within my first few weeks at school, a group of boys out one night asked me and my friends which house we belonged to. When we responded “Pi Phi” they all high-fived us and told us that we were to be congratulated for making it into the “hot” sorority. While immediately gratifying, after thinking back on the incident I realized that I did not want to solely think of myself as a |
