| Summary |
In spite of representation in enlisted ranks, women are underrepresented among top leadership positions within the military. As the largest commissioning source, ROTC plays a vital role in increasing the number of female military officers. There is substantial evidence that female cadets are retained at lower levels than male cadets during their first two years in the program. Therefore, the purpose of this study was to examine the influence of academic and psychosocial factors on female cadets' intent to persist in ROTC and commission in the United States Air Force or Army. The study was predicated on Tinto's student integration theory and Maddi and Kobasa's theory of psychological hardiness. The Institutional Integration Scale and the Dispositional Resilience Scale-15 (version 3) were used to assess the effect of the predictor variables on cadets' intent to persist in ROTC towards commissioning. The research participants were freshmen and sophomore Army and Air Force ROTC cadets who had not accepted scholarships from the United States military in exchange for commissioning as officers after graduation or had a pre-existing service agreement with the military. Data were gathered from 280 ROTC cadets (89 of whom were female) enrolled at five public universities in spring 2013. After controlling for gender, the institutional and goal commitment variable had a statistically significant effect on cadets' intent to persist in ROTC towards commissioning. When cadets were separated by gender, male cadets' intentions to persist in ROTC towards commissioning were influenced by their academic and intellectual development, while female cadets were influenced by their institutional and goal commitments. Results indicated that cadets' gender did not influence their intent to persist in ROTC towards commissioning. However, cadets' chosen military branch was found to influence their intent to persist in ROTC towards commissioning. The study included various implications for ROTC personnel and college administrators. Some recommendations included assisting female cadets with the identification of academic and career goals, publicizing and encouraging male cadets to use academic services, and fostering partnerships between ROTC personnel and college administrators to promote student development and success. The study concluded with recommendations for future research. |
| General note | Presented to the faculty of the Department of Educational Leadership. |
| General note | Advisor: Cheryl McFadden. |
| General note | Title from PDF t.p. (viewed October 16, 2013). |
| Dissertation note | Ed.D. East Carolina University 2013. |
| Bibliography note | Includes bibliographical references. |
| Technical details | System requirements: Adobe Reader. |
| Technical details | Mode of access: World Wide Web. |
