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Understanding Women's Possible Selves and the Influences on these Selves at a Private, 4-year, Religiously-Affiliated College

Author:
D'Amour, Angela Crowell
Degree Supervisor:
Jenny Cook-Gumperz and Sharon Conley
Place of Publication:
[Santa Barbara, Calif.]
Publisher:
University of California, Santa Barbara
Creation Date:
2016
Issued Date:
2016
Topics:
Higher education administration, Gender studies, Women's studies, Behavioral psychology, and Religion
Keywords:
Christian college
College women
Future thinking
Gender role beliefs
Possible selves
Womens leadership
Genres:
Online resources and Dissertations, Academic
Degree Grantor:
University of California, Santa Barbara. Education
Dissertation:
Ph.D.--University of California, Santa Barbara, 2016
Description:

While women now outnumber men in college attendance rates, the gender gap in occupations, salary and leadership persists. The purpose of this study was to extend the research on college women's future thinking by exploring the possible selves and the influences on these selves of women at a private 4-year religiously affiliated college. The construct of possible selves has been used to better understand individuals' views of their future thinking (Markus & Nurius, 1986). The investigator conducted three focus groups (15 students) followed by ten individual interviews in spring, 2015. Women were asked to share their future hopes, expectations and fears for the next five years as well as any factors or experiences that significantly influenced their future thinking. Women's gender role beliefs were specifically queried as a possible influence. Three major themes and three unanticipated findings were identified. Anticipated themes included women's lack of leadership aspirations, the role of faith in guiding women's possible selves, and the influential role of family and faculty. Unanticipated findings included women's high achievement expectations, adherence to gender role messages to do it all and do it all well, and the influence of study abroad experiences. These findings offer key insights to college administrators who shape student learning environments to best guide and support female students in thinking about their futures.

Physical Description:
1 online resource (204 pages)
Format:
Text
Collection(s):
UCSB electronic theses and dissertations
ARK:
ark:/48907/f3r49qkq
ISBN:
9781339671093
Catalog System Number:
004653429
Rights:
In Copyright
File (Download) Description
Access: Public access
Pdf 32x DAmour_ucsb_0035D_12829.pdf (2.91 MB) Full-text thesis or dissertation