–Anonymous Participant Gendered Differences in Stress Levels and Academic Identity Jeanette VonHaden and Ryleigh Allcox, Dr. Susan Wolfgram University of Wisconsin-Stout Research Question & Hypothesis Cross Tabulations Implications for Practitioners Practitioners cannot assume that females will experience higher levels of stress than males. Both males and females experience high levels of stress related to developing their academic identity throughout their entire college career. To assist students in their coping of stress, faculty must provide an inclusive and secure environment that will encourage growth, understanding, respect, and professionalism. Identity development is particularly stressful for young adults. Identity achievement cannot be measured on a standard scale. Each person values different aspects of their identities more than others, and there is no room for societal expectations. What are the gendered attitudes of college students regarding their stress levels in finding their academic identity? Identity development during young adulthood requires awareness and integration of all aspects of one’s self including ethnic identities, gender, academic identities and professional identities which can cause anxiety or distress (Syed, 2010). The concept of an academic identity is new and not much literature currently exists. We hypothesized that females would experience more stress in relation to developing their academic identity, because according to the Family Ecological Theory, society influences an individual (Bronfenbrenner, 1994). These societal influences are often varied depending on gender. Academic identity can be defined as the development of one’s sense through experience provided by their academic major and coursework (Syed, 2010). Purpose Implications for Future Research 1) To observe how gender can effect an undergraduate students’ stress levels while discovering their own academic identity. 2) To assess current resources available to students to cope with their unique stressors in developing an academic identity. 3) To develop awareness and contribute to the existing literature on developing an academic identity. Future research would benefit greatly from: a large national, randomized sample that would be inclusive of a participants’ lived experiences through qualitative interviews. It would be necessary to broaden the age range to assess the progress of developing an academic identity. A longitudinal study could explore the implications of the differences in an individual’s academic identity post-graduation. A larger sample could then be inclusive of gender variant identities. Method Theoretical Framework Participants 87 male and female students from a university in Northwestern Wisconsin. Students who self-identified gender were taken out of analysis given the small cell numbers Research Design Non-random pilot study Cross sectional Purposive sampling design Data collection Instrument IRB approved, informed by literature & theory, implied consent Self administered surveys with one independent variable, three demographic variables, eleven closed ended statements based on a 1-6 Likert Scale, and three open ended questions and one open ended statement. Procedure Administered questionnaires to male and female college students in general education courses. Explained implied consent and confidentiality Data Analysis Plan Cleared & coded surveys Analyzed data using Statistical Package for the Social Sciences (SPSS) Cross tabulations, mean-comparisons, independent t-tests and a reliability analysis: Cronbach’s Alpha Bronfenbrenner’s Family Ecological Theory assumes that each person or family develops in accordance to the relationship and interactions around them. This theory would predict that a college students’ identity development would be shaped by their academic choices, stress levels and undergraduate major selection because these are influenced by interactions from each level of the Ecological Model. Society creates different expectations for students dependent on their academic decisions and also holds different expectations for the different genders. Variables Demographic Variables GEN (Gender) AGE (Age) MAJ (Undergraduate Major Independent Variables GEN (Gender) Conclusion Dependent Variables DVI (The process of developing an academic identity has been stressful) AID (My undergraduate major is an important part of my identity) CGM (I have changed my major at least once since enrolling into college) SAT (I am satisfied with my current academic major) CAR (My academic major is preparing me for my career goals) MSS (I felt stress when choosing my academic major) SAC ( I find my undergraduate course work stressful or difficult) CAS (I experience stress when thinking about my future career outcomes) ACA (My program director and/ or academic advisor benefit my college experience) SSS (There are individuals in my life that support me when I am stressed) STS (I know and practice healthy strategies that allow me to cope with stress) Developing an academic identity is an experience that creates additional stress for undergraduate students no matter their gender. The idea of gendered expectations can often negatively impact an individuals’ experience with the stress related to identity development. Students are often overwhelmed with the variety and severity of stressors and need more effective coping strategies. Current stress management resources are not meeting the needs of students and need to be improved. Additionally, an increased awareness of academic identity is absolutely necessary in order to create a better understanding of one’s true self and in turn will improve their experience with stress Results Summary Hypothesis: There were no significant gendered differences between the amount of stress felt in relation to developing one’s academic identity. Independent T-Tests: Our independent T-tests did not show significant support of our hypothesis. However, one variable (SSS) showed that females reported having stronger social supports. This variable did not directly test our hypothesis. Reliability Analysis: Cronbach’s Alpha measures reliability and our survey items measured 0.501. This is moderately low and may be attributed to the small sample size. “I have always been passionate about helping people and the medical field has always interested me. My grandmother was a nurse and that I believe spiked my interest. When it is something you love to do, you’ll never be stressed.” –Anonymous Participant