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96
of sexual coercion and assault on sorority member students (O’Shaughnessey, &
Palmer, 1990; Tyler, Hoyt & Whitbeck (1998). It is important to note, however, that
neither of these incidents of gender violence involved fraternity member students,
contrary to research findings (Copenhaver & Grauerholz (1991).
Josselson’s Four status model of women’s identity development:
It is difficult to determine at exactly what stage of Josselson’s women’s
identity development model the participant women of this study are associated with.
However, it can be determined that these women have made a commitment to an
identity involving sorority membership as part of their social identity and thus may
be considered in the Foreclosure-Status-Purveyors of Heritage status. No
determination can be made in regards to participant women actively searching for
their identities, as defined by the Daughters of Crisis or Moratorium Status. Few to
no participants can be categorized within the Lost Sometimes Found Women, since
most participants had dealt with some sort of crisis and commitment as evidenced by
their experiences. Several participants described incidents exhibiting separate
identities of the Identity Achievers or Pavers of the Way by breaking away from the
psychological ties to their childhood. Participants described making decisions that
went against their parents wishes or decisions that went contrary to their peers.
Chickering’s Seven Vectors of Development
Chickering (1969) advocated interaction of students with other students of
diverse backgrounds as a means of developing tolerance and understanding.
Although a homogenous participant sample, would suggest a lack of meaningful
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 104 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 96 of sexual coercion and assault on sorority member students (O’Shaughnessey, & Palmer, 1990; Tyler, Hoyt & Whitbeck (1998). It is important to note, however, that neither of these incidents of gender violence involved fraternity member students, contrary to research findings (Copenhaver & Grauerholz (1991). Josselson’s Four status model of women’s identity development: It is difficult to determine at exactly what stage of Josselson’s women’s identity development model the participant women of this study are associated with. However, it can be determined that these women have made a commitment to an identity involving sorority membership as part of their social identity and thus may be considered in the Foreclosure-Status-Purveyors of Heritage status. No determination can be made in regards to participant women actively searching for their identities, as defined by the Daughters of Crisis or Moratorium Status. Few to no participants can be categorized within the Lost Sometimes Found Women, since most participants had dealt with some sort of crisis and commitment as evidenced by their experiences. Several participants described incidents exhibiting separate identities of the Identity Achievers or Pavers of the Way by breaking away from the psychological ties to their childhood. Participants described making decisions that went against their parents wishes or decisions that went contrary to their peers. Chickering’s Seven Vectors of Development Chickering (1969) advocated interaction of students with other students of diverse backgrounds as a means of developing tolerance and understanding. Although a homogenous participant sample, would suggest a lack of meaningful |
