Katie Snider

Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Learning Sciences and Human Development

Committee Chair

Carol Markstrom

Committee Co-Chair

Jessica Troilo

Committee Member

Nancy Wolfe-Dilgard


This study evaluated volunteerism, identity, and educational and occupational expectations in order to look more closely at their relationships. The purpose was to fill the gap in the existing literature on how adolescent volunteerism relates to identity development and educational and occupational expectations. The study looked specifically at the type of volunteer activity in which adolescents were involved and the amount of time they spent volunteering each week. Data were collected from 500 10th and 11th grade students in non-urban West Virginia schools. Measures included a volunteer questionnaire, the Extended Objective Measure of Ego Identity Status (EOMEIS), the Psychosocial Inventory of Ego Strengths (PIES), and the Life Goals Questionnaire. Results showed that adolescents who spent 6-20 hours per week volunteering were more likely to score in identity achievement and higher in fidelity compared to those adolescents who spent less time volunteering. Additionally, more time spent volunteering was related to volunteering in interpersonal helping activities. Finally, adolescents who volunteered in interpersonal helping volunteer activities were more likely to expect to have a job helping others at the age of 25.