{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110656"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110656","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Student identity in college general education art courses","abstract":"Art courses are an important component of the general education (GE) program but the importance they serve is often overlooked. GE art courses can help college students understand many aspects of student diversity, including increased awareness of personal and social identity development. This research aims to provide a basis for understanding if students may gain an understanding of personal and social identity through a college GE arts course and in which ways a GE arts course may impact a students’ identity, if any. Using Social Identity Theory (SIT) and Self-Categorization Theory (SCT), as well as the theory of Einfühlung as foundational theories for this research, this study first examines the history of the GE program in higher education in the United States and the importance of art courses within the GE program, various identities of college students, and the role of GE art courses on student identity development. Using the Social and Personal Identities (SIPI) scale, the study examines two groups of GE students (Art GE; non-art GE) over a one-semester period to assess changes related to social identity (SI) and personal identity (PI) factors. The changes in mean scores across the semester are calculated according to the SIPI scale, and additional testing through Paired Samples T-Tests is conducted. The findings indicate that a GE arts course may potentially have an impact on students’ overall SI identity factors over the course of the semester. There is no impact on the students’ overall PI factors as a result of taking an arts GE course. Additional testing found that in comparing individual SI and PI factors, taking a GE arts course was found to potentially increase three (3) of the SI factors, and two (2) of the PI factors over the course of the semester.","abstract_html":"Art courses are an important component of the general education (GE) program but the importance they serve is often overlooked. GE art courses can help college students understand many aspects of student diversity, including increased awareness of personal and social identity development. This research aims to provide a basis for understanding if students may gain an understanding of personal and social identity through a college GE arts course and in which ways a GE arts course may impact a students’ identity, if any. Using Social Identity Theory (SIT) and Self-Categorization Theory (SCT), as well as the theory of Einfühlung as foundational theories for this research, this study first examines the history of the GE program in higher education in the United States and the importance of art courses within the GE program, various identities of college students, and the role of GE art courses on student identity development. Using the Social and Personal Identities (SIPI) scale, the study examines two groups of GE students (Art GE; non-art GE) over a one-semester period to assess changes related to social identity (SI) and personal identity (PI) factors. The changes in mean scores across the semester are calculated according to the SIPI scale, and additional testing through Paired Samples T-Tests is conducted. The findings indicate that a GE arts course may potentially have an impact on students’ overall SI identity factors over the course of the semester. There is no impact on the students’ overall PI factors as a result of taking an arts GE course. Additional testing found that in comparing individual SI and PI factors, taking a GE arts course was found to potentially increase three (3) of the SI factors, and two (2) of the PI factors over the course of the semester.","abstract_has_math":false,"creators":["Aziz, Allison"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Hood, Denice Ward","Pak, Yoon","Huang, Wenhao David","Dhillon, Pradeep"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T02:34:24Z","date_published":"2021-09-17T02:34:24Z","updated_at":"2026-07-22T22:24:52Z","subjects":["art education","identity","general education"],"languages":["en"],"rights":["Copyright 2021 Allison Aziz"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110656","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hood, Denice Ward","Pak, Yoon","Huang, Wenhao David","Dhillon, Pradeep"]},{"key":"dc:creator","label":"Author","values":["Aziz, Allison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T02:34:24Z","2023-09-17T02:34:57Z","2021-04-13","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["art education","identity","general education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Allison Aziz"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110656"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Art courses are an important component of the general education (GE) program but the importance they serve is often overlooked. GE art courses can help college students understand many aspects of student diversity, including increased awareness of personal and social identity development. This research aims to provide a basis for understanding if students may gain an understanding of personal and social identity through a college GE arts course and in which ways a GE arts course may impact a students’ identity, if any. Using Social Identity Theory (SIT) and Self-Categorization Theory (SCT), as well as the theory of Einfühlung as foundational theories for this research, this study first examines the history of the GE program in higher education in the United States and the importance of art courses within the GE program, various identities of college students, and the role of GE art courses on student identity development. Using the Social and Personal Identities (SIPI) scale, the study examines two groups of GE students (Art GE; non-art GE) over a one-semester period to assess changes related to social identity (SI) and personal identity (PI) factors. The changes in mean scores across the semester are calculated according to the SIPI scale, and additional testing through Paired Samples T-Tests is conducted. The findings indicate that a GE arts course may potentially have an impact on students’ overall SI identity factors over the course of the semester. There is no impact on the students’ overall PI factors as a result of taking an arts GE course. Additional testing found that in comparing individual SI and PI factors, taking a GE arts course was found to potentially increase three (3) of the SI factors, and two (2) of the PI factors over the course of the semester.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-05-01","The student, Allison Aziz, accepted the attached license on 2021-04-12 at 11:51.","The student, Allison Aziz, submitted this Dissertation for approval on 2021-04-12 at 12:02.","This Dissertation was approved for publication on 2021-04-13 at 09:58.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16285 on 2021-09-16 at 17:02:55","Made available in DSpace on 2021-09-17T02:34:24Z (GMT). No. of bitstreams: 2 AZIZ-DISSERTATION-2021.pdf: 975536 bytes, checksum: abf5d56d40b96c6f929fe4fc3970567f (MD5) LICENSE.txt: 4209 bytes, checksum: 020723e208c98070c5aed71e87874c25 (MD5) Previous issue date: 2021-04-13","Embargo set by: Seth Robbins for item 118499 Lift date: 2023-09-17T02:34:57Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Student identity in college general education art courses"]}]}],"canonical_facts":{"dc:contributor":["Hood, Denice Ward","Pak, Yoon","Huang, Wenhao David","Dhillon, Pradeep"],"dc:creator":["Aziz, Allison"],"dc:date":["2021-09-17T02:34:24Z","2023-09-17T02:34:57Z","2021-04-13","2021-05"],"dc:description":["Art courses are an important component of the general education (GE) program but the importance they serve is often overlooked. GE art courses can help college students understand many aspects of student diversity, including increased awareness of personal and social identity development. This research aims to provide a basis for understanding if students may gain an understanding of personal and social identity through a college GE arts course and in which ways a GE arts course may impact a students’ identity, if any. Using Social Identity Theory (SIT) and Self-Categorization Theory (SCT), as well as the theory of Einfühlung as foundational theories for this research, this study first examines the history of the GE program in higher education in the United States and the importance of art courses within the GE program, various identities of college students, and the role of GE art courses on student identity development. Using the Social and Personal Identities (SIPI) scale, the study examines two groups of GE students (Art GE; non-art GE) over a one-semester period to assess changes related to social identity (SI) and personal identity (PI) factors. The changes in mean scores across the semester are calculated according to the SIPI scale, and additional testing through Paired Samples T-Tests is conducted. The findings indicate that a GE arts course may potentially have an impact on students’ overall SI identity factors over the course of the semester. There is no impact on the students’ overall PI factors as a result of taking an arts GE course. Additional testing found that in comparing individual SI and PI factors, taking a GE arts course was found to potentially increase three (3) of the SI factors, and two (2) of the PI factors over the course of the semester.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-05-01","The student, Allison Aziz, accepted the attached license on 2021-04-12 at 11:51.","The student, Allison Aziz, submitted this Dissertation for approval on 2021-04-12 at 12:02.","This Dissertation was approved for publication on 2021-04-13 at 09:58.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16285 on 2021-09-16 at 17:02:55","Made available in DSpace on 2021-09-17T02:34:24Z (GMT). No. of bitstreams: 2 AZIZ-DISSERTATION-2021.pdf: 975536 bytes, checksum: abf5d56d40b96c6f929fe4fc3970567f (MD5) LICENSE.txt: 4209 bytes, checksum: 020723e208c98070c5aed71e87874c25 (MD5) Previous issue date: 2021-04-13","Embargo set by: Seth Robbins for item 118499 Lift date: 2023-09-17T02:34:57Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/110656"],"dc:language":["en"],"dc:rights":["Copyright 2021 Allison Aziz"],"dc:subject":["art education","identity","general education"],"dc:title":["Student identity in college general education art courses"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:52Z"}