ERIC Number: ED403846
Record Type: Non-Journal
Publication Date: 1996-Oct-24
Reference Count: N/A
Students' Identity Status and Mentorship from College Faculty.
Shelley-Sireci, Lynn M.; Leary, Tammy A.
This study examined the process of identity development and explored the relationship between identity status of college students and their expectations of faculty. The Ego Identity Process Questionnaire (EIPQ) which yields exploration and commitment scores and a questionnaire about the role faculty should play in identity development was completed by 125 college students. Based on scores from the EIPQ, 20 percent of the participants were classified as "identity diffused," 22 percent were classified as "moratorium," 34 percent as "foreclosed," and 22 percent as identity achieved. One-way Analysis of Variance indicated group differences between the four identity statuses and total score on the Role of Faculty questionnaire. Principal component factor analysis was used to derive two subscores representing global and inside versus outside classroom activities. Students with high levels of exploration (identity achieved and moratorium) reported they wanted faculty to provide opportunities for students to explore identity-relevant issues. Diffused students, those who have neither explored nor committed to an identity, seldom wanted faculty to push them toward identity relevant issues. Results suggest that intervention efforts should be specifically designed to meet the unique needs of students of the various identity statuses. (Contains 10 references.) (Author/JLS)
Descriptors: Careers, College Faculty, College Students, Graduate Students, Graduate Study, Higher Education, Individual Development, Interpersonal Relationship, Mentors, Modeling (Psychology), Professional Development, Self Concept, Student Attitudes, Student Development, Teacher Role, Teacher Student Relationship
Publication Type: Reports - Research; Collected Works - General; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A