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85
Mentorship in identity development was an issue in 12% of participants’
responses. Serving as mentors for others or being the product of mentoring was a
part of the participant experience. One participant noted that her leadership position
with in the sorority helped her define herself “as a leader and role model for other
people.” Students mentioned mentoring others and participating in volunteer
opportunities in Ecuador and Uruguay Other examples of mentorship were found in
incidents involving Learning about myself as a result of a romantic relationships and
Receiving the support of sisters within the sorority network. These themes will be
reviewed in the next category, relationships.
Relationships
Josselson and Gilligan stress the importance of relationships and connections
in women’s identity formation. Relationship building seems to be an important part
of sorority life, as well. Indeed, one of the NPC standards includes “developing
positive relationships” within the sorority chapter.
Themes involving relationships as sources of impact on identity development
accounted for 25% of the responses. This supports findings by Pearson and Bruess,
(2001) and Kroger and Green, (1996) that students mentioned relationships as a
factor in their identity development more frequently than any other category.
Although many incidents did not fit specifically within the overarching theme of
relationships, participants did at some point, reference this theme. Significantly, 57
of the 100 participants mentioned friendships or romantic relationships with peers as
a factor in their identity development. The following themes associated with
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 93 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 85 Mentorship in identity development was an issue in 12% of participants’ responses. Serving as mentors for others or being the product of mentoring was a part of the participant experience. One participant noted that her leadership position with in the sorority helped her define herself “as a leader and role model for other people.” Students mentioned mentoring others and participating in volunteer opportunities in Ecuador and Uruguay Other examples of mentorship were found in incidents involving Learning about myself as a result of a romantic relationships and Receiving the support of sisters within the sorority network. These themes will be reviewed in the next category, relationships. Relationships Josselson and Gilligan stress the importance of relationships and connections in women’s identity formation. Relationship building seems to be an important part of sorority life, as well. Indeed, one of the NPC standards includes “developing positive relationships” within the sorority chapter. Themes involving relationships as sources of impact on identity development accounted for 25% of the responses. This supports findings by Pearson and Bruess, (2001) and Kroger and Green, (1996) that students mentioned relationships as a factor in their identity development more frequently than any other category. Although many incidents did not fit specifically within the overarching theme of relationships, participants did at some point, reference this theme. Significantly, 57 of the 100 participants mentioned friendships or romantic relationships with peers as a factor in their identity development. The following themes associated with |
