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118
Salaff, J.W. and A. Greve. 2004. Can Women’s Social Networks Migrate?”
Women’s Studies International Forum. 27: 149-162.
Sarason, S.B. (1974). The psychological sense of community: Prospects for a
community psychology. San Francisco: Jossey-Bass.
Scheele, K. (2003). Sex (Roles) and the Sorority. A Story of Feminist
Transformations. In Tetrault, M.A. & Teske, R.L. (2003). Partial Truths and
the Politics of Community, p.112-123.
Schiedel, D.G. & Marcia, J.E. (1985). Ego Identity, intimacy, sex role orientation
and gender. Developmental Psychology, 21, 149-160.
Scott, W.A. (1965). Values and organizations: A study of fraternities and sororities.
Chicago: Rand McNally.
Schulken, E. D., Pinciaro, P. J., Sawyer, R. G., Jensen, J. G., & Hoban, M. T. (1997).
Sorority women’s body size perceptions and their weight related attitudes and
behaviors. Journal of American College Health, 46,69–74.
Sebrechts, J. (1999). The women’s college difference. In S.M. Davis, M. Crawford,
& J. Sebrechts (Eds.), Coming into her own: Educational success in girls
and women (pp.37-52). San Francisco: Jossey-Bass.
Sharpe, N.R. & Fuller, C. H. (1995). Baccalaureate Origins of Women Physical
Science Doctorates: Relationship to Institutional Gender and Science
Discipline. Journal of Women and Minorities in Science and Engineering, 2,
1-15.
Smith, D.G. (1990). Women’s Colleges and Coed Colleges: Is There A Difference
for Women? Journal of Higher Education. 61(2), 181-197.
Smith, D.G., Morrison, D.E., Wolf, L.E. (1994). College as a gendered experience:
An empirical analysis using multiple lenses. Journal of Higher Education,
65, 696-725.
Sottile, J.M. (1994). College student development: A new outlook. (Department of
Educational Psychology, West Virginia University). (ERIC Document
Reproduction Service Document No. 376772.
Stericker , A. B., & Johnson, J.E. (1977). Sex-role identification and self-esteem in
college students: Do men and women differ? Sex Roles, 3(1), 19-26.
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 126 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 118 Salaff, J.W. and A. Greve. 2004. Can Women’s Social Networks Migrate?” Women’s Studies International Forum. 27: 149-162. Sarason, S.B. (1974). The psychological sense of community: Prospects for a community psychology. San Francisco: Jossey-Bass. Scheele, K. (2003). Sex (Roles) and the Sorority. A Story of Feminist Transformations. In Tetrault, M.A. & Teske, R.L. (2003). Partial Truths and the Politics of Community, p.112-123. Schiedel, D.G. & Marcia, J.E. (1985). Ego Identity, intimacy, sex role orientation and gender. Developmental Psychology, 21, 149-160. Scott, W.A. (1965). Values and organizations: A study of fraternities and sororities. Chicago: Rand McNally. Schulken, E. D., Pinciaro, P. J., Sawyer, R. G., Jensen, J. G., & Hoban, M. T. (1997). Sorority women’s body size perceptions and their weight related attitudes and behaviors. Journal of American College Health, 46,69–74. Sebrechts, J. (1999). The women’s college difference. In S.M. Davis, M. Crawford, & J. Sebrechts (Eds.), Coming into her own: Educational success in girls and women (pp.37-52). San Francisco: Jossey-Bass. Sharpe, N.R. & Fuller, C. H. (1995). Baccalaureate Origins of Women Physical Science Doctorates: Relationship to Institutional Gender and Science Discipline. Journal of Women and Minorities in Science and Engineering, 2, 1-15. Smith, D.G. (1990). Women’s Colleges and Coed Colleges: Is There A Difference for Women? Journal of Higher Education. 61(2), 181-197. Smith, D.G., Morrison, D.E., Wolf, L.E. (1994). College as a gendered experience: An empirical analysis using multiple lenses. Journal of Higher Education, 65, 696-725. Sottile, J.M. (1994). College student development: A new outlook. (Department of Educational Psychology, West Virginia University). (ERIC Document Reproduction Service Document No. 376772. Stericker , A. B., & Johnson, J.E. (1977). Sex-role identification and self-esteem in college students: Do men and women differ? Sex Roles, 3(1), 19-26. |
