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71
included Studying Abroad in Prague, Australia, Spain and London. One senior
participant stated that she experienced:
…a new environment with new people and learning to adapt to a new culture,
city, country, family, friends and school.
…This experience was extremely important because I was in a completely
new environment with new people and learned how to adapt to a new city,
country, family and friends.
Another senior stated:
Studying abroad was an extremely influential experience. It changed my
sense of independence (I am now more comfortable doing things on my
own), my understanding of myself and my culture in a broader, global
context, and allowed me to get to know people that I would not otherwise
have met. Living in Spain was the best semester of my life, and it will always
have an effect on me.
13. Receiving personal or career guidance from others. (Guidance) The four
incidents that fit this theme involved participants receiving encouragement, advice or
constructive criticism from professors, student advisors, speakers or peers.
In regards to her peers, one 21 year old participant explained:
Receiving criticism from honest roommates about the way I act in certain
situations was important and really helped me think about the kind of person
I wanted to be perceived as. I now pay more attention to the things that come
out of my mouth.
A 20 year old junior described a classroom experience:
I took a sound design class as part of the core for my film production major.
My student advisor and professor really encouraged me and said that I had a
lot of talent. I had been doubting whether there was a place for me in film,
and I realized that sound design was my niche. My student advisor chose me
to be a sound designer of the film she is going to direct.”
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 79 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 71 included Studying Abroad in Prague, Australia, Spain and London. One senior participant stated that she experienced: …a new environment with new people and learning to adapt to a new culture, city, country, family, friends and school. …This experience was extremely important because I was in a completely new environment with new people and learned how to adapt to a new city, country, family and friends. Another senior stated: Studying abroad was an extremely influential experience. It changed my sense of independence (I am now more comfortable doing things on my own), my understanding of myself and my culture in a broader, global context, and allowed me to get to know people that I would not otherwise have met. Living in Spain was the best semester of my life, and it will always have an effect on me. 13. Receiving personal or career guidance from others. (Guidance) The four incidents that fit this theme involved participants receiving encouragement, advice or constructive criticism from professors, student advisors, speakers or peers. In regards to her peers, one 21 year old participant explained: Receiving criticism from honest roommates about the way I act in certain situations was important and really helped me think about the kind of person I wanted to be perceived as. I now pay more attention to the things that come out of my mouth. A 20 year old junior described a classroom experience: I took a sound design class as part of the core for my film production major. My student advisor and professor really encouraged me and said that I had a lot of talent. I had been doubting whether there was a place for me in film, and I realized that sound design was my niche. My student advisor chose me to be a sound designer of the film she is going to direct.” |
