Individual, Family, and Community Education ETDs

Publication Date



This study deals with the movement toward full incorporation into a profession (the antithesis of exclusion). The process is viewed in the context of the medical training of three female participants.

The claim is made that a participant must undergo the "rites of passage" (Van Gennep, 1960) in order to achieve complete professionalism. Acceptance into the profession is dependent on the bargain struck by the participant and the professional organization. The participant identifies her role and the organization provides an organizational "space" congruent with the role identity.

The participant's role identity may be that of role-taker (Turner, 1955), role-breaker (Janeway, 1971), or role-taker with role-breaker expectations. The role-taker adds on the occupational role to the female role, which in essence interferes minimally with her family life, or extends the female role into the occupational role. The role-breaker departs from the female role and accords the occupational role primacy. TI1e role-taker with role-breaker expectations fails to identify her role clearly. Role identity is further defined by the degree of commitment and compliance.

Document Type




Level of Degree


Department Name

Individual, Family, and Community Education

First Committee Member (Chair)

Paul A. Pohland

Second Committee Member

John Graham

Third Committee Member

Charles E. Woodhouse

Fourth Committee Member

Martin Burlingame

Included in

Education Commons