Role-identity prominence of the 'migrant' role-identity in migrant college students
Abstract
Description
The manner by which persons act upon, shape, and change social structure are central
areas of study in sociological social psychology. Modification of social structure may be
accomplished by persons creatively reacting to social roles. Through processes of
legitimation, persons are provided various rewards and these, in turn, establish and
hierarchically order a combination of role-identities collectively comprising the self. This
ordering of role-identities, termed role-identity prominence, potentially impacts choices
for alternative courses of action.
This research empirically measures role-identity prominence of college students who
have conducted agricultural migrant work. It empirically assesses the level of prominence
for the migrant worker role-identity and student identity.
Data are collected using self-report measures which examine whether or not, and the
degree to which, the migrant worker and student role-identities are prominent. Flowing
from identity theory, the following hypotheses are posited: 1.) The prominence level for
the ‘migrant’ identity for migrant students will be higher than the prominence level of the
‘student’ identity for migrant students; 2.) The level of role support for the ‘migrant’
identity for migrant students will be higher than the role support for the ‘student’ identity
for migrant students; 3). The level of intrinsic gratification for the ‘migrant’ identity for
migrant students will be higher than intrinsic gratification for the ‘student’ identity for
migrant students.
Analysis of data collected is conducted by assessing mean scores for the prominence
level of the migrant worker and college student identities. Mean prominence scores are
compared for the identities. Confirmatory factor analysis is conducted to create
subsequent prominence scales.
Contrary to the posited hypotheses, results indicate that the migrant worker identity is not
more prominent than the college student identity. Results also indicate that the students
reported higher levels of role support and intrinsic gratifications for the ‘student’ identity.
P values indicated a significant difference between identities for each of the three posited
hypotheses.
Contributions of the study include support for research on identity salience, reliability of
the prominence scale across different identities, and support for research on the
importance of education to Hispanic students.
PDF; 91 pgs.
PDF; 91 pgs.
Keywords
Migrant college students, Mexican American migrant agricultural laborers--Education (Higher)--Texas--Brownsville, Mexican American college students--Texas--Brownsville, Minority college students--Texas--Brownsville, College students--Texas--Brownsville, Identity (psychology), Identity, College Assistance Migrant Program, C.A.M.P., University of Texas at Brownsville, United States