Identity and power are important components of any relationship, especially one as intimate as the connection between marital partners. Social support is expected and elicited within these relationships, however most social support researchers have not incorporated sociological theoretical orientations that would provide insight into the structural components of the relationship and their impact. Using ideas derived from Identity Control Theory and Power Dependence Theory this research investigates the impact of these powerful social factors. Specifically, I hypothesize that marital partners who are similar in their identities will be better able to offer social support in conversations in which those identities are salient. I also hypothesize that partners who are similar in structural power will offer more support than those who are dissimilar.

Identity and power are important components of any relationship, especially one as intimate as the connection between marital partners. Social support is expected and elicited within these relationships, however most social support researchers have not incorporated sociological theoretical orientations that would provide insight into the structural components of the relationship and their impact. Using ideas derived from Identity Control Theory and Power Dependence Theory this research investigates the impact of these powerful social factors. Specifically, I hypothesize that marital partners who are similar in their identities will be better able to offer social support in conversations in which those identities are salient. I also hypothesize that partners who are similar in structural power will offer more support than those who are dissimilar.

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This study examines the identity work strategies that men students in nursing, elementary education, and social work programs employ in order to manage and assert their masculinity in the face of negative gender assessment, as well as the identity work involved in verifying their professional identities. It also examines the perceived benefits and disadvantages that men experience as numerical minorities in their fields of study. Interviews with 12 men students majoring in these disciplines reveal that while men do perceive disadvantages as men in these educational spheres, they believe that the advantages and benefits they enjoy in the form of special treatment, recognition, and access to opportunity far outweigh them. A key perceived disadvantage is the ongoing challenges they face to their social identity as men and their role identity as rising professionals. These men employ identifiable identity work strategies for doing masculinity; some of which have implications for gender equality in the educational setting, as well as in on-site training (i.e., workplace) settings as well. This study contributes to an understanding of how men verify contradictory identities, and how gender shapes, privileges, and constrains their lives. In addition, it builds on extant literature focusing on men's experiences in higher education as they prepare for careers in gender-nontraditional occupations. / Ph. D.