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69
member of the “hot” sorority, and that there was so much more to me and
each of the girls within my house. This experience opened my eyes to the
stereotypes that occur within the Greek community and made me in the long
run value myself as a person with more to offer than my appearance.
A 21 year old junior described an incident involving being judged by others within
the Greek community;
The first time I discovered a rumor that had been going around about me in
one fraternity for several months without me knowing about it. The other
person involved was just an acquaintance in that fraternity. It was important
because it was the first time something negative had been said about me for
no reason and widely publicized. It is important in the long-term because it
makes me re-evaluate who I spend time with and who I trust.
A 21 year old junior describes caring for a friend:
My best friend felt very sick after consuming too much alcohol. We were
with a group of people who didn’t’ really take notice to her discomfort. So, I
stepped away from the group and helped her out.
A senior participant described her compassion for a friend with this
statement:
The day before school started my sophomore year of college my best girl
friend and roommate who is not in my sorority revealed to me that she
has an eating disorder. I am the only friend that she has told and as I
comforted her I felt really close to her. This incident has given me my
sense of self as one who takes pride in her friendships and strives to
nurture others.
10. Having an experience of failure.(Failure) These five participant
experiences involved a personal failure in the form of not being hired for a job
opportunity after extensive interviews, performing poorly in a class, not being
accepted into a study abroad program, not receiving a bid from a sorority and not
getting into graduate school.
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 77 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 69 member of the “hot” sorority, and that there was so much more to me and each of the girls within my house. This experience opened my eyes to the stereotypes that occur within the Greek community and made me in the long run value myself as a person with more to offer than my appearance. A 21 year old junior described an incident involving being judged by others within the Greek community; The first time I discovered a rumor that had been going around about me in one fraternity for several months without me knowing about it. The other person involved was just an acquaintance in that fraternity. It was important because it was the first time something negative had been said about me for no reason and widely publicized. It is important in the long-term because it makes me re-evaluate who I spend time with and who I trust. A 21 year old junior describes caring for a friend: My best friend felt very sick after consuming too much alcohol. We were with a group of people who didn’t’ really take notice to her discomfort. So, I stepped away from the group and helped her out. A senior participant described her compassion for a friend with this statement: The day before school started my sophomore year of college my best girl friend and roommate who is not in my sorority revealed to me that she has an eating disorder. I am the only friend that she has told and as I comforted her I felt really close to her. This incident has given me my sense of self as one who takes pride in her friendships and strives to nurture others. 10. Having an experience of failure.(Failure) These five participant experiences involved a personal failure in the form of not being hired for a job opportunity after extensive interviews, performing poorly in a class, not being accepted into a study abroad program, not receiving a bid from a sorority and not getting into graduate school. |
