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Dissertation Friendships Formed at the United States

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Dissertation Friendships Formed at the United States DISSERTATION FRIENDSHIPS FORMED AT THE UNITED STATES AIR FORCE ACADEMY: ALUMNI PERCEPTIONS OF SOCIAL CAPITAL AND RESILIENCE Submitted by Brian Q. Gauck School of Education In partial fulfillment of the requirements For the Degree of Doctor of Philosophy Colorado State University Fort Collins, Colorado Spring 2019 Doctoral Committee: Advisor: Carole Makela Thomas J. Chermack Ken Barbarick Paul Shelton Copyright by Brian Gauck 2019 All Rights Reserved ABSTRACT FRIENDSHIPS FORMED AT THE UNITED STATES AIR FORCE ACADEMY: ALUMNI PERCEPTIONS OF SOCIAL CAPITAL AND RESILIENCE This study examined friendships among US Air Force Academy cadets from the perspective of Academy alumni. Alumni data reveal the value of cadet friendships where resultant social cohesion is tied to resilience throughout military training as well as to long-term professional relationships. Friendships are the locus of resilience within the Cadet Wing, and alumni experiences reveal that social capital development begins as early as Basic Cadet Training. The study’s theoretical model, adapted from Weidman's (1989) study of college freshmen social interactivity, juxtaposes cadet attributes (demographic characteristics of entering first-year students) against normative pressures inherent in the military/academic training environment (related to social and task cohesion and gender hegemony). The profile of students entering the Academy is typified by exemplary academic, athletic and civic performance, and while the Academy offers social and academic support programs to address retention, the historically high attrition rate strongly suggests a relationally-mediated identity shift is necessary. This identity shift typically begins before or during Basic Cadet Training. Causal-comparative data analysis suggests formation of at least one trusted friendship is a strong determinant in cadets’ ability to persist through social-normative pressures. Data reveal further that military-family ties, race, and gender are secondary considerations of friendship building concerning overall influence upon ii cadets’ ability to endure military and academic stresses than were shared values, goals, and experiences. iii ACKNOWLEDGMENTS My sincerest thanks to Dr. Carole Makela, and my committee members Thomas J. Chermack, Dr. Ken Barbarick, and Dr. Paul Shelton. Your wisdom, guidance, patience, and support made this endeavor possible. My thanks to Dr. Jerry W. Gilley and the faculty of the School of Education and the Graduate School, Colorado State University, first for providing a program of learning and second for believing in the graduate students whom you lead. iv DEDICATION I dedicate this work to my wife, who supported me throughout this entire journey. This work is part of our story. Further, I express my deepest appreciation for support and encouragement of our children as well as their spouses. And to my parents for giving example of the love and hard work that is essential to living a full and productive life. This work was inspired by the many Air Force Academy cadets we sponsored over the years. Your experiences at the Academy, the many hours shared in our home, and the stories you shared were the genesis of this research. For this I thank you. This appreciation extends to my many military friends, with whom I served, flew, trained, complained, praised, promoted, enlisted, commissioned, deployed, and socialized and whom I thought of often while researching and writing this dissertation. Without your friendship throughout my military career, this work would not be rich and informed. v TABLE OF CONTENTS ABSTRACT .................................................................................................................................... ii ACKNOWLEDGMENTS ............................................................................................................. iv DEDICATION ................................................................................................................................ v LIST OF TABLES ......................................................................................................................... ix LIST OF FIGURES ....................................................................................................................... xi CHAPTER ONE: INTRODUCTION AND BACKGROUND ...................................................... 1 The Problem and Need for this Study ......................................................................................... 1 Significance................................................................................................................................. 3 Study Context.............................................................................................................................. 7 Life as a Cadet .......................................................................................................................... 14 Basic Cadet Training............................................................................................................. 17 Jacks Valley Training ........................................................................................................... 21 Acceptance Day .................................................................................................................... 21 The Cadet Friendship Experience ......................................................................................... 22 Military Culture and Social Connections .............................................................................. 23 Cadet Social Connections ..................................................................................................... 26 The Honor Code .................................................................................................................... 31 Cadet Friendships.................................................................................................................. 38 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 41 Conceptual Model ..................................................................................................................... 50 Homosociality: Toward Social Normalization ......................................................................... 52 Homosociality: Establishing Friendships ................................................................................. 54 Homosociality: An Expanded Definition.................................................................................. 58 Sociological Factors: Hegemonic Masculinity ......................................................................... 62 Sociological Factors: Feminism ................................................................................................ 64 Cohesion Experiences: Military Training ................................................................................. 65 Indicators of Belonging: Signs and Symbols ............................................................................ 68 Indicators of Belonging: Trust .................................................................................................. 72 Indicators of Belonging: Resilience .......................................................................................... 76 Indicators of Belonging: Rituals ............................................................................................... 79 Indicators of Belonging: Ostracism and Exclusion .................................................................. 82 Emotional and Psychological Experiences: Cohesion .............................................................. 85 Cohesion Experiences: Retention ............................................................................................. 87 Semiotics ................................................................................................................................... 88 Social Capital: Trust and Social Cohesion................................................................................ 91 Human Interoperability: Bringing it All Together .................................................................... 94 Chapter Summary ................................................................................................................... 100 CHAPTER THREE: METHODOLOGY ................................................................................... 102 Purpose of Study ..................................................................................................................... 102 Research Question .................................................................................................................. 103 Population ............................................................................................................................... 104 Sample Size ............................................................................................................................. 105 vi Final Survey Instrument .......................................................................................................... 106 Design of Study....................................................................................................................... 114 Operationalization of Independent Variables ......................................................................... 116 Data Collection ......................................................................................................................
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