Page 110 |
Save page Remove page | Previous | 110 of 154 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
102
solutions to this challenge include seeking funding opportunities for research, as well
as publications that solicit research on Greek organizations. Published research
would help to disseminate information in regards to fraternities and sororities and
provide knowledge to students, parents, student affairs professionals, as well as
media outlets.
Sorority organizations have shared a history with American higher education
for over 150 years. We must understand how sorority affiliation has affected the
development of women college students of yesterday and today. Further research is
necessary to examine the programs and objectives of sorority organizations in order
to better understand their contributions to higher education. As the data from this
study suggests, sororities may address the developmental needs of women to a
greater extent than the programs implemented by student affairs professionals. Thus,
studying the sorority environment may serve in identifying effective organizational
practices that promote the identity development of women college students. Those
practices that promote student involvement, leadership and social capital within the
sorority setting can and should be expanded to include all women students in higher
education.
Implications for Practice
Knefelkamp (1982) asserts that theory serves as “a common language” within
the “community of scholars” on college campuses (p. 6). If theory serves as the
foundation for student affairs practices as McEwen (2003) suggests, then relevant
theories that inform practice are invaluable. Traditional theories, however, lack
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 110 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 102 solutions to this challenge include seeking funding opportunities for research, as well as publications that solicit research on Greek organizations. Published research would help to disseminate information in regards to fraternities and sororities and provide knowledge to students, parents, student affairs professionals, as well as media outlets. Sorority organizations have shared a history with American higher education for over 150 years. We must understand how sorority affiliation has affected the development of women college students of yesterday and today. Further research is necessary to examine the programs and objectives of sorority organizations in order to better understand their contributions to higher education. As the data from this study suggests, sororities may address the developmental needs of women to a greater extent than the programs implemented by student affairs professionals. Thus, studying the sorority environment may serve in identifying effective organizational practices that promote the identity development of women college students. Those practices that promote student involvement, leadership and social capital within the sorority setting can and should be expanded to include all women students in higher education. Implications for Practice Knefelkamp (1982) asserts that theory serves as “a common language” within the “community of scholars” on college campuses (p. 6). If theory serves as the foundation for student affairs practices as McEwen (2003) suggests, then relevant theories that inform practice are invaluable. Traditional theories, however, lack |
