Kinash, Shelley; Wood, Kayleen
This paper explores academic developer identity by applying self-concept theory and appreciative inquiry to the personal journeys of two academic developers. Self-attribution, social comparison and reflected appraisals are presented and applied to explain how academic developers form their identities. Sociological principles are incorporated to…
Academic developers are very often disciplinary migrants, performing hybrid, liminal roles at the "fault lines" between teachers and learners, between academics and managers, and between teaching and research. As a result, their identities as scholars can be described as "unhomely." While this in-between space is uncomfortable and ambiguous, its…
Carbone, Paula M.; Orellana, Marjorie Faulstich
This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students' implicit understandings of the requirements of academic voice. Through comparisons of each student's texts, strategies…
Chadha, Deesha; Sato, Hiroaki
In 2004, Ray Land produced extensive literature on the 12 orientations of academic developers. These orientations provided academic developers with a useful tool through which they have been able to better articulate their roles and their place in academia. We have used the orientations model to establish, compare, and contrast the identity of…
Kensington-Miller, Barbara; Renc-Roe, Joanna; Morón-García, Susan
This paper builds on discussions of academic developers' identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and…
This article focuses on the lived experience of practising academics as part of an inquiry into the vexed question of "academic identities". Identity is understood not as a fixed property, but as part of the lived complexity of a person's project. The article reports on data from a small study in one university. The data suggest that academic…
Spencer, Natalie F.; Dowden, Angel Riddick
Gifted African American students are underrepresented and underserved in gifted education. The current article provides an overview of proper identification, racial identity development implications, psycho-social concerns and the importance of family involvement in the development of gifted African American students. A case study is presented to…
Glass, Charles R.
The purpose of this study will be to examine the effect of racial identity/consciousness (RIC) on the academic achievement of African American female college freshmen. This causal-comparative study is intended to provide research based info ration concerning the impact of racial identity/consciousness development on the academic achievement of…
Andrew, Nicola; Ferguson, Dorothy; Wilkie, George; Corcoran, Terry; Simpson, Liz
This paper analyses the current standing of nursing within the wider United Kingdom (UK) higher education (HE) environment and considers the development of academic identity within the sector, introducing a technology mediated approach to professional learning and development. A community of practice (CoP) is a way of learning based on collaboration among peers. Individuals come together virtually or physically, with a common purpose, defined by knowledge rather than task [Wenger, E., 1998. Communities of Practice: Learning, Meaning and Identity, sixth ed. Cambridge University Press, Cambridge]. In 2008, a small team of academics at Glasgow Caledonian University, School of Nursing, Midwifery and Community Health created and implemented iCoP, a project undertaken to pilot an international CoP, where novices and expert academics collaborated to debate and discuss the complex transition from clinician to academic. Although not intended as a conventional research project, the developmental journey and emerging online discussion provide an insight into the collective thoughts and opinions of a multi-national group of novice academics. The article also highlights the key challenges, problems and limitations of working in an international online arena with professionals who traditionally work and thrive in a face to face, real time environment. PMID:19250718
White, Elizabeth; Roberts, Amanda; Rees, Mary; Read, Mary
This paper explores the complex processes involved in the self-construction of academic identity in a UK School of Education. Building on seminal literature in this field and drawing on the research of four academics, it begins by discussing teacher educators' varying perceptions of the need to re-configure their identity to meet the…
Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn
Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students. PMID:23383630
Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn
Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.
The purpose of this study was to examine the effect of racial identity/consciousness development on the academic achievement of African American male college freshmen. In the late 1900s Black identity models were developed to help African Americans grasp hold of who they were, as they lived in the residues of the peculiar institution of slavery.…
This paper describes a small-scale study which investigates the role of blogging in professional academic practice in higher education. It draws on interviews with a sample of academics (scholars, researchers and teachers) who have blogs and on the author's own reflections on blogging to investigate the function of blogging in academic practice…
Billot, Jennie; King, Virginia
Metaphors used by higher education teachers in their narratives of academic life provide insight into aspects of academic identity. Drawing on an international study of leader/follower dynamics, the teachers' narratives reveal how academics interpret their interactions with leaders; the perceived distance between expectations and experience, and…
Gendron, Tracey L.; Myers, Barbara J.; Pelco, Lynn E.; Welleford, E. Ayn
Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors…
This study set out to explore how academics construct and negotiate their identities within the world of the academe. Identity construction involves different forms of community participation and identification. Utilising the research methodology of narrative inquiry, this article explores how academics came to see themselves across those…
Tierney, William G.
Summarizes prominent current arguments on academic freedom's endangerment by managerialism and discusses their limitations. Defines a new vision of academic freedom informed by thinking on globalization. Presents findings from interviews with Australian faculty about academic freedom and discusses ways to ensure that academic freedom endures in…
White, John Wesley; Lowenthal, Patrick R.
This paper examines an often-overlooked contributing factor to minority student collegiate attrition: students' limited knowledge of--and sometimes resistance to--the kinds of academic discursive practices they need to become "full participants" (Lave & Wenger, 1991) in the university setting. Adopting a Vygotskian view of sociolinguistics, we…
Matsushima, Rumi; Ozaki, Hitomi
This study examined university students' academic motivation, focusing on individual differences in their sense of identity. The participants were 109 female Japanese students from two private universities (age range = 19-22 yr., M = 19.3, SD = 0.6). They completed four scales: the Multidimensional Ego Identity Scale, the Scale of Students' Attitude Toward Their Classes, the Academic Motivation Inventory, and the Scale of Lecture Self-Evaluation. Correlational analyses assessed the relationships between subscales. Then, path analysis was conducted to evaluate whether sense of identity affected attitude toward classes, academic motivation, and lecture self-evaluation. Differences particularly in psychosocial identity and self-identity accounted for significant variance in the students' attitudes toward classes, academic motivation, and lecture self-evaluation.
Fraser, Kym; Ling, Peter
University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are…
The weblog format has increasingly been adopted by academics in recent years, both as a teaching tool and to disseminate and discuss their own research interests. Academics are turning to blogs to exchange ideas about their discipline, their wider field, the academy, and beyond. Doing so, however, raises questions about personal identity with…
Nine academics participated in semi-structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the…
Walker, Lovey H. M.; Syed, Moin
Background/Context: Students of Color continue to be underrepresented at the undergraduate level. Recent research has demonstrated the importance of non-academic psychosocial factors for understanding college experiences. One factor, identity, is a broad, multidimensional construct that comprises numerous distinct domains, including political,…
Language is an important way of presenting an identity, either individual or group. This paper explores the language used in the presentation of the identity of academic development. The study is based on an analysis of websites from academic development centres in the UK and Australia and outlines the public ways in which academic developers…
Current thinking on academic identities is heavily influenced by developments in other disciplines, notably sociology. This accords with Haggis's (2007) challenge for educational researchers to engage with current theory and methods from across the social sciences. However, the traditional sister discipline to education, psychology, seems…
Pop, Eleonora Ioana; Negru-Subtirica, Oana; Crocetti, Elisabetta; Opre, Adrian; Meeus, Wim
The present three-wave longitudinal study provides empirical evidence for the mechanisms of the bright and dark sides of identity development in the academic context. First, we investigated the patterns of stability and change in educational identity and academic achievement among adolescents. Second, we examined the reciprocal associations between identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) and academic achievement. The main results of the study highlighted that academic achievement predicts the manner in which adolescents deal with their identity issues in the academic context. Thus, high academic achievement leads to high levels of commitment (identity synthesis), while low academic achievement leads to high levels of reconsideration of commitment (identity confusion). This unidirectional pattern of effects applied equally to adolescent boys and girls, early-to-middle and middle-to-late adolescents, and to adolescents attending theoretical and vocational schools. Practical implications are discussed.
Maritz, Jeanette; Prinsloo, Paul
In the social imaginary of higher education, there are many mutually constitutive forces shaping academic identities, such as academics' habitus, dispositions, race, gender and student expectations. Our queer academic identities are furthermore robustly intertwined with, and emerging within, cultural, political and economic histories and…
Lea, Mary R.; Stierer, Barry
In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…
Proliferating excellence gold standards in the global academic system tend to obscure the far-reaching diversification of academic missions, practices, ambitions and identities brought by massification. This article approaches this topic by a review of theory on academic scholarship and how it has changed in the wake of academic massification and…
Reveles, John Michael
This one-year ethnographic study of a third grade classroom examined the construction of elementary school science. The research focused on the co-development of scientific literacy and academic identity. Unlike much research in science education that views literacy as merely supportive of science; this dissertation research considers how students learned both disciplinary knowledge in science as well as about themselves as learners through language use. The study documented and analyzed how students came to engage with scientific knowledge and the impact this engagement had upon their academic identities over time. Ethnographic and discourse analytic methods were employed to investigate three research questions: (a) How were the students in a third grade classroom afforded opportunities to acquire scientific literate practices through the spoken/written discourse and science activities? (b) In what ways did students develop and maintain academic identities taken-up over time as they discursively appropriated scientific literate practices via classroom discourse? and (c) How did students collectively and individually inscribe their academic identities and scientific knowledge into classroom artifacts across the school year? Through multiple forms of analyses, I identified how students' communication and participation in science investigations provided opportunities for them to learn specific scientific literate practices. The findings of this empirical research indicate that students' communication and participation in science influenced the ways they perceived themselves as active participants within the classroom community. More specifically, students were observed to appropriate particular discourse practices introduced by the teacher to frame scientific disciplinary knowledge and investigations. Thus, emerging academic identities and developing literate practices were documented via analysis of discursive (spoken, written, and enacted) classroom interactions. A
Grant, Barbara M.; Burford, James; Bosanquet, Agnes; Loads, Daphne
This essay is a response to the third biennial conference showcasing research and scholarship on academic identities held at the University of Auckland, New Zealand in July 2012. The first conference, with the theme of "academic identities in crisis", was held at the University of Central Lancashire in 2008; the second, "academic…
This paper considers conceptions of the term "academic identity" amongst lecturers delivering higher education business programmes (HEBPs) in further education colleges (FECs). A brief look at leading authors' work on the subject of identity is considered first, which then moves on to offer a preconception of the term "academic". The data were…
Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.
The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…
This paper considers the impact of neo-liberal modes of governance on the ways in which we make sense of our world, as individuals, as academics and professionals. Traditional notions of academic freedom, autonomy and purpose, which have been central signifiers of academic identity no longer hold and bring into question what we are doing, of our…
Tudor Sarver, Whitney Ann
This study explores the academic lives of three multilingual undergraduate student writers in order to better understand how they have constructed their academic literacies and academic identities since taking the required English courses at a mid-sized state university. Within the overarching discussions of academic discourse and the idea of…
Matthews, Jamaal S
Empirical trends denote the academic underachievement of ethnic minority males across various academic domains. Identity-based explanations for this persistent phenomenon describe ethnic minority males as disidentified with academics, alienated, and oppositional. The present work interrogates these theoretical explanations and empirically substantiates a multidimensional lens for discussing academic identity formation within 330 African American and Latino early-adolescent males. Both hierarchical and iterative person-centered methods were utilized and reveal 5 distinct profiles derived from 6 dimensions of academic identity. These profiles predict self-reported classroom grades, mastery orientation, and self-handicapping in meaningful and varied ways. The results demonstrate multiple pathways to motivation and achievement, challenging previous oversimplified stereotypes of marginalized males. This exploratory study triangulates unique interpersonal and intrapersonal attributes for promoting healthy identity development and academic achievement among ethnic minority adolescent males.
Good, Marie; Adams, Gerald R
This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues. Positive ego-identity formation (identity achievement) was also indirectly related to academic success through ego virtues.
Churchman, Deborah; King, Sharron
Academic work is becoming increasingly restrictive and controlled as tertiary institutions move towards a more corporate managerialistic mode of operating. This paper uses a narrative lens to explore the ways in which academic staff make sense of this new environment. In particular, it compares academic staff's stories of their worklife with the…
This article discusses the Challenging Academic Development (CAD) Collective and describes how it came out of a symposium called "Liminality, identity, and hybridity: On the promise of new conceptual frameworks for theorising academic/faculty development." The CAD Collective is and represents a space where people can open up their contexts and…
Employing the interdisciplinary field of health inequalities as a case study, this paper draws on interviews to explore subjective accounts of academic identities. It finds widespread acceptance that academia is a market place in which research-active careers require academics to function as entrepreneurs marketing ideas to funders. Beyond this,…
Wilson, Kerry M.; Halpin, Eddie
This paper discusses the effects of operational convergence, and the subsequent growth of the hybrid library model, upon the professional self-identity of academic library staff. The role of professionalism as a concept and motivational driver within contemporary academic librarianship is examined. Main themes of investigation include the extent…
Bennett, Rebecca; Hobson, Julia; Jones, Angela; Martin-Lynch, Pamela; Scutt, Cecily; Strehlow, Karin; Veitch, Sarah
Lurking on the fringes of university culture are academic identities that do not fit into the usual disciplinary communities. Aiming to explore the experience of "being academic" when not linked directly to a discipline, this paper examines the stories of a diverse group of SoTL scholars who work in a centralised multi-campus academic…
Extensive scholarship exists on both symbolic leadership and corporate visual identity (CVI), yet little scholarly attention has been focused on the intersection of these two bodies of knowledge. In the field of education, that intersection is known as academic visual identity (AVI). The purpose of this article is to demonstrate that AVI…
O'Brien, Kathryn Mary
The purpose of the current research was to examine racial, male and athletic identities and their individual and collective impact on the academic performance of African American male Division I student-athletes (AAMSAs). Data was collected using the Multidimensional Inventory of Black Identity (MIBI), the Male Role Norms Scale (MRNS), and the…
McNaughton, Susan Maree; Billot, Jennie
Higher education teachers' roles and identities are constantly shifting in response to contextual change. Pedagogy, values, and professional and personal narratives of self are all affected, particularly by technological change. This paper explores the role and identity shifts of academics during the introduction of large-class videoconferencing.…
Pantoya, Michelle L.; Aguirre-Munoz, Zenaida; Hunt, Emily M.
This project describes a strategy to introduce young children to engineering in a way that develops their engineering identity. The targeted age group is 3-7 year old students because they rarely experience purposeful engineering instruction. The curriculum was designed around an engineering storybook and included interactive academic discussions…
Sadler, D. Royce
The tension between the freedom of academics to grade the achievements of their students without interference or coercion and the prerogative of higher education institutions to control grading standards is often deliberated by weighing up the authority and rights of the two parties. An alternative approach is to start with an analysis of the…
Jensen, Dorthe H.; Jetten, Jolanda
It is increasingly recognized that graduates’ achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students’ socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students’ professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students’ parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students’ professional identity
Jensen, Dorthe H; Jetten, Jolanda
It is increasingly recognized that graduates' achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students' socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students' professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students' parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students' professional identity development.
Bimper, Albert Y., Jr.
The purpose of this study was to examine the degree to which athletic and racial identity predict the academic outcomes of Black student athletes participating in National Collegiate Athletic Association Division 1 Football Bowl Series football. The academic outcomes of Black student athletes are a growing concern to both scholars and…
Nadal, Kevin L.
This article examines the identity development of F/Pilipino Americans. Because of a distinct history and culture that differentiates them from other Asian groups, F/Pilipino Americans may experience a different ethnic identity development than other Asian Americans. A nonlinear 6-stage ethnic identity development model is proposed to promote…
Kunnen, E. Saskia
We studied identity development during 5 years in seven deaf adolescents who attended a school for deaf children in the highest level of regular secondary education (age between 14 and 18 years), administering identity interviews every year. Identity development is conceptualized as the processes of exploration and commitment formation (Bosma,…
Purpose: This paper seeks to consider whether the notion of authenticity is useful or meaningful in the context of developing academics as writers. Design/methodology/approach: The approach taken is that of a reflective essay. Recent texts on authenticity in higher education are examined whilst a transactional theory of writing is also considered…
Hejazi, Elaheh; Shahraray, Mehrnaz; Farsinejad, Masomeh; Asgary, Ali
The purpose of this study was to assess the mediating effect of self-efficacy on the relationship between identity styles and academic achievement. Four-hundred high school students (200 male, 200 female) who were selected through cluster random sampling, completed the Revised Identity Styles Inventory (ISI, 6G) and Morgan-Jink Student Efficacy…
Munley, Patrick H.; Lidderdale, Melissa A.; Thiagarajan, Monica; Null, Ursla
This study investigated the relationship of identity development, measured by the Self-identity Inventory (SII), and universal-diverse orientation (UDO) to multicultural counseling competence. After controlling for personal identity variables, multicultural coursework and training, and social desirability, multiple regression analyses indicated…
Using a dialectical mode of exposition, I offer a reflexive sociological theorisation of the paradox that characterises my academic identity: a fatalistic disenchantment concerning the colonisation of Higher Education (HE) by neoliberalism co-exists with a utopianism concerning HE's emancipatory possibilities. I begin with a discussion of…
Priest, Kerry L; Middleton, Eric
Taking on a leader identity can be a motivating force for pursuing leader development. This chapter explores the reciprocal and recursive nature of identity development and leader development, emphasizing how shifting views of self influence one's motivation to develop as a leader.
Steensma, Thomas D; Kreukels, Baudewijntje P C; de Vries, Annelou L C; Cohen-Kettenis, Peggy T
This article is part of a Special Issue "Puberty and Adolescence".This article aims to provide an outline of what is currently known on trajectories, and contributing factors to gender identity development in adolescence. We give a historical overview of the concept of gender identity, and describe general identity development in adolescence, gender identity development in the general population and in gender variant youth. Possible psychosocial (such as child and parental characteristics) and biological factors (such as the effects of prenatal exposure to gonadal hormones and the role of genetics) contributing to a gender variant identity are discussed. Studies focusing on a number of psychosocial and biological factors separately, indicate that each of these factors influence gender identity formation, but little is known about the complex interplay between the factors, nor about the way individuals themselves contribute to the process. Research into normative and gender variant identity development of adolescents is clearly lagging behind. However, studies on persons with gender dysphoria and disorders of sex development, show that the period of adolescence, with its changing social environment and the onset of physical puberty, seems to be crucial for the development of a non-normative gender identity.
Golob, Tea; Makarovič, Matej; Suklan, Jana
The purpose of the article is to test the relationship between national identities and modernisation. We test the hypotheses that not all forms of identity are equally compatible with modernisation as measured by Human Development Index. The less developed societies are characterised by strong ascribed national identities based on birth, territory and religion, but also by strong voluntarist identities based on civic features selected and/or achieved by an individual. While the former decreases with further modernisation, the latter may either decrease or remain at high levels and coexist with instrumental supranational identifications, typical for the most developed countries. The results, which are also confirmed by multilevel regression models, thus demonstrate that increasing modernisation in terms of development contributes to the shifts from classical, especially ascribed, identities towards instrumental identifications. These findings are particularly relevant in the turbulent times increasingly dominated by the hardly predictable effects of the recent mass migrations. PMID:26841050
The purpose of the article is to test the relationship between national identities and modernisation. We test the hypotheses that not all forms of identity are equally compatible with modernisation as measured by Human Development Index. The less developed societies are characterised by strong ascribed national identities based on birth, territory and religion, but also by strong voluntarist identities based on civic features selected and/or achieved by an individual. While the former decreases with further modernisation, the latter may either decrease or remain at high levels and coexist with instrumental supranational identifications, typical for the most developed countries. The results, which are also confirmed by multilevel regression models, thus demonstrate that increasing modernisation in terms of development contributes to the shifts from classical, especially ascribed, identities towards instrumental identifications. These findings are particularly relevant in the turbulent times increasingly dominated by the hardly predictable effects of the recent mass migrations. PMID:26841050
Aydeniz and Hodge investigated how college professors negotiate their responsibilities as teachers and as researchers and the rationales behind their pedagogical approaches. Their findings illustrate how difficult it can be to keep the balance between these two responsibilities in a university that does not support professor's enactment of teaching goals. Thinking identity as a dynamics in self and institutional boundary, Albrecht and Fortney in their forum contribution, expand the analysis of Professor G's professional identity and conclude that in his case, institutional boundary is impermeable as it values research scientist more than teacher identity. In this forum contribution I emphasize the role of institutional culture in the identitarian process, interpreting the identity and identity formation of a science college teacher within the dynamics of the academic field. I expand the discussion to the other side of the problem, bringing excerpts of an interview with a Physics student from a Brazilian university as an illustration of how the academic habitus can impact the formation of a student's identity.
This study explored the phenomenon of student affairs professionals working at Arizona State University who shifted from a student affairs unit to perform similar work in an academic unit. The conceptual framework for this exploration was social identity theory (Tajfel, 1974), which asserts that individuals develop a self-concept or image that…
Hawkins, Margaret R.
In this article I argue that both sociocultural theories and those that address academic literacies must be invoked to adequately understand language and literacy development in schools. Through exploring the histories, school lives, and viewpoints of two kindergarten students, I show how identity work negotiated in classroom interactions can…
This article investigates interactional processes by which students from non-dominant groups develop academic identities within schools that privilege the dominant group. It draws on an ethnographic study of an urban magnet school, focusing on a discourse analysis of conversations between 3 eighth-grade girls. Findings include that students…
Masland, Lindsay C.; Lease, A. Michele
This study investigated whether academic achievement motivation and social identity explain variation in children's conformity to positive academic behaviors (n = 455 children in grades three through five). Structural equation modeling suggested that academic value and peer group academic norms were positively related to academic conformity.…
This document is taken from a workshop presentation focusing on the identity development of biracial children. The confusion of the academic community concerning this topic is emphasized. Three main aspects are examined: (1) "What is the identity process of any child?"; (2) "What is society?"; and (3) "How does society impact the developmental…
Knigge, Michel; Hannover, Bettina
In Germany, according to their prior achievement students are tracked into different types of secondary school that provide profoundly different options for their future educational careers. In this paper we suggest that as a result, school tracks clearly differ in their social status or reputation. This should translate into different collective school-type identities for their students, irrespective of the students' personal academic self-concepts. We examine the extent to which collective school-type identity systematically varies as a function of the school track students are enrolled in, and the extent to which students' collective school-type identity makes a unique contribution beyond academic self-concept and school track in predicting scholastic motivation. In two cross-sectional studies a measure of collective school-type identity is established and applied to explain motivational differences between two school tracks in Berlin. In Study 1 (N = 39 students) the content of the collective school-type identity is explored by means of an open format questionnaire. Based on these findings a structured instrument (semantic differential) to measure collective school-type identity is developed. In Study 2 (N = 1278 students) the assumed structure with four subscales (Stereotype Achievement, Stereotype Motivation, Stereotype Social, and Compensation) is proved with confirmatory factor analysis. This measure is used to compare the collective school-type identity across school tracks and predict motivational outcomes. Results show large differences in collective school-type identity between students of different school tracks. Furthermore, these differences can explain motivational differences between school tracks. Collective school-type identity has incremental predictive power for scholastic motivation, over and above the effects of academic self-concept and school track.
Lee, Alison; McWilliam, Erica
This article explores the anxieties and political struggles around the professionalisation of academic development in contemporary universities. It seeks to go beyond the work of classification and categorisation of "roles and identities" of academic developers with its attendant oppositional or conciliatory metaphors, to re-describe the…
This essay considers the relation between academic development, the scholarship of teaching and learning, and educational research. It does so with reference to questions of academic identity and disciplinary expertise, arguing that as developers we need to consider carefully the ways in which we frame how we approach attempts to foster reflective…
Little, Deandra; Green, David A.
Previously, the authors developed a theoretical framework drawing on an early sociological study of migration to explore how marginality--being between cultures--might account for academic developers' "hybrid" academic identities and help them navigate institutional power dynamics. Based on data from semi-structured interviews, this empirical…
Gross, Michal; Hochberg, Nurit
How do pre-service teachers perceive place identity, and is there a connection between their formative place identity and the development of their professional teaching identity? These questions are probed among pre-service teachers who participated in a course titled "Integrating Nature into Preschool." The design of the course was based on a multidimensional teaching model that yields a matrix of students' perceptions and the practical aspects derived from them as the students undergo a range of experiences in the course of an academic year. The profile of perceptions uses a mixed-methods analysis that presents statements attesting to four indicators of place identity: familiarity, belonging, involvement, and meaningfulness. These indicators point to a broad spectrum of perceptions arrayed on a continual time axes as well as differences in perception and its complexity. A connection between the development of place identity and that of professional teaching identity is found.
Ylijoki, Oili-Helena; Ursin, Jani
This article sets out to explore how academics make sense of the current transformations of higher education and what kinds of academic identities are thereby constructed. Based on a narrative analysis of 42 interviews with Finnish academics, nine narratives are discerned, each providing a different answer as to what it means to be an academic in…
Nevgi, Anne; Löfström, Erika
Academics' teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed…
A study of identity development was carried out in Bristol, England, with Asian, West Indian, and indigenous British adolescents. Ethnic and gender differences in patterns of identification conflict with others were found between minority group boys and girls. Both sexes from both minority groups, however, had substantial identification conflicts…
Kensington-Miller, Barbara; Brailsford, Ian; Gossman, Peter
A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted…
Grant, Barbara M.
Academic developers work in zones marked by uncertainty and ambiguity. One response to the uncertainties about who we are and our place in the academy is to assert and defend a particular identity. I critically engage with such a response from a "mourning after" standpoint that values an unsettled identity. There I find the possibility for a less…
Landau, Mark J; Oyserman, Daphna; Keefer, Lucas A; Smith, George C
People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2). This motivating effect persisted up to a week later as reflected in final exam performance (Study 3). Four experiments examine the cognitive processes underlying this effect. Conceptual metaphor theory posits that an accessible metaphor transfers knowledge between dissimilar concepts. As predicted in this paradigm, a journey-metaphoric framing of a possible academic identity transferred confidence in the procedure, or action sequence, required to attain that possible identity, which in turn led participants to perceive that possible identity as more connected to their current identity (Study 4). Drawing on identity-based motivation theory, we hypothesized that strengthened current/possible identity connection would mediate the journey framing's motivating effect. This mediational process predicted students' academic engagement (Study 5) and an online sample's engagement with possible identities in other domains (Study 6). Also as predicted, journey framing increased academic engagement particularly among students reporting a weak connection to their academic possible identity (Study 7).
Faculty status, tenure, and professional identity have been long-lasting issues for academic librarians for nearly forty years, yet there is little agreement on the benefits of faculty status. This paper examines faculty status and tenure for academic librarians and presents the results of a survey inquiry into professional identity, current and…
There is a growing literature discussing the experiences and identities of academics working within the "new times" of contemporary academia. Critiques have been levied at the impact of neoliberalism on the nature, organisation and purpose of higher education (HE), highlighting the negative consequences for "traditional" academic identities and…
Wallace, Janice; Wallin, Dawn
This paper traces the academic identity formation(s) of 10 Canadian female academics whose disciplinary knowledge is in the field of educational administration. We trace the ways in which discourses of gender, institutional power, and other cultural and social influences shaped their sense of themselves as academics in the highly patriarchal…
Lockett, Charles T.; Harrell, Jules P.
To examine the relationship between racial identity, self-esteem, and academic achievement, this study administered the Racial Identity Attitude Scale, Rosenberg Self-Esteem Scale, and a background questionnaire to African American students from a historically black college. Results showed that the unique effect of racial identity on academic…
Cunningham, Maurella Louise
The main purpose of this study is to conduct exploratory qualitative research to investigate how PSTs and practicing teachers experience cultural and racial identity development or changes in identity. Rather than examine the "what" or contributors to identity development, I will explore the "how" or processes of identity…
How Community College African American Students with or without a Father or Male Surrogate Presence at Home Develop Their Personal Identity, Academic Self-Concept, Race Theory, Social Sensitivity, Resiliency, and Vision of Their Own Success and the Influence on Their Academic Achievement
Holliday, A'lon Michael
Despite the growing body of research on African American students' academic achievement and the role mothers play in their child's academic development, few studies (Carter, 2008; Fordham, 1988) examined the role fathers play in the development of their child's academic achievement. The primary aim of this study was to examine how…
Smith, Caroline; Boyd, Pete
This study investigates the workplace learning experiences of recently appointed lecturers in UK higher education in nursing, midwifery and the allied health professions. Health care practitioners, appointed to academic posts in Universities, are experts in their respective clinical fields and hold strong practitioner identities developed through…
Flores, Belinda Bustos; Clark, Ellen Riojas; Guerra, Norma S.; Casebeer, Cindy M.; Sanchez, Serafin V.; Mayall, Hayley J.
This study contends that multiple psychosocial factors mediate students' pursuit of the teaching profession, including beliefs, ethnic identity, acculturation, efficacy, and motivation. Despite the myriad literature addressing teacher characteristics, less is known about how these factors influence the academic or personal development of teacher…
Wyche-Hall, Marla E.
The purpose of this mixed methods research study was to examine the dynamic interaction between the racial and academic identities of African American, undergraduate students who were enrolled full time at an academic institution of higher education that was both a Hispanic-serving institution (HSI), and a predominately White institution (PWI).…
Henderson, Michael; Bradey, Scott
Purpose: This paper aims to investigate the influence of professional and academic identities in online teaching practices in higher education. Design/methodology/approach: This paper draws on data from a longitudinal study of five professional degree academics teaching subjects in nursing, teaching, engineering, allied health sciences, and…
Academic and disciplinary modes of identity are arguably the constituent elements of scholarly cultures (Hall 2002; Shulman 2004). Such elements are a crucial "point of entry" for change projects. Many change projects inherently involve the imposition of constraints and demands for change on academics. This paper seeks to explore the implications…
Morris, R. C.
Within sociological-social psychology values are an emerging topic of substantive interest. Building on identity theory this study tests the relative salience of values versus role-identities as a predictor of a student's participation in academic dishonesty. This study finds that for a general population of students values are a significant…
Panayotova, Dora Marinova
This dissertation reports on a study investigating the identity of first-year university students as writers. The longitudinal project explored how students from educationally disadvantaged backgrounds construct their identities as undergraduates and as academic writers in their first year. The research was qualitative and interpretative, and used…
Byrd, Christy M.; Chavous, Tabbye M.
Increasingly, researchers have found relationships between a strong, positive sense of racial identity and academic achievement among African American youth. Less attention, however, has been given to the roles and functions of racial identity among youth experiencing different social and economic contexts. Using hierarchical linear modeling, the…
Bonvillain, Jocelyn Freeman; Honora, Detris
The purpose of the present study was to explore the extent to which racial identity attitudes and self-esteem could predict academic performance for African American middle school students. A total of 175 African American adolescents in 7th grade attending one of two urban schools participated in the study. The Multi-Ethnic Identity Measure (MEIM)…
Cummins, Jim; Hu, Shirley; Markus, Paula; Kristiina Montero, M.
The construct of "identity text" conjoins notions of identity affirmation and literacy engagement as equally relevant to addressing causes of underachievement among low socioeconomic status, multilingual, and marginalized group students. Despite extensive empirical evidence supporting the impact on academic achievement of both identity…
Becker, Brenda Anne
Background: Minimal research exists regarding professional identity in nursing faculty. The established literature from teaching, nursing, and medicine shows professional identity promotes resilience, collaboration, and positive practice outcomes. These factors would be beneficial in the recruitment, orientation, and retention of nursing faculty.…
Tracey, Monica W.; Hutchinson, Alisa
As designers utilize design thinking while moving through a design space between problem and solution, they must rely on design intelligence, precedents, and intuition in order to arrive at meaningful and inventive outcomes. Thus, instructional designers must constantly re-conceptualize their own identities and what it means to be a designer.…
Cochrane, Thomas; Antonczak, Laurent
In contrast to the myth of the "Digital Native" and the ubiquity of Facebook use, we have found that students' digital identities are predominantly social with their online activity beyond Facebook limited to being social media consumers rather than producers. Within a global economy students need to learn new digital literacy skills to…
This article is a study of the competing academic and professional identity frameworks of lecturers whose discipline has only recently become part of the business of higher education. The article engages with important questions about higher education change and purpose, standards and parity among disciplines. Taking a critical ethnographic…
Hertel, Andrew W; Mermelstein, Robin J
Adolescents who smoke are more likely to escalate their smoking frequency if they believe smoking is self-defining. Knowing factors that are associated with development of a smoker identity among adolescents who smoke may help to identify who will become a regular smoker. We investigated whether smoker identity development is associated with internal and external motives for smoking. For comparison, we also investigated whether social smoker identity development is associated with internal and external motives for smoking. Adolescents who smoke (n = 292) completed measures of smoker and social smoker identity, internal motives for smoking (negative affect coping, positive affect enhancement), and external motives for smoking (social fit) at baseline, 6-, 15-, and 24-month assessments of an ongoing longitudinal study of smoking patterns. We examined whether change in smoker and social smoker identity from 6 to 24 months was associated with change in motives at earlier assessment waves. We also explored whether gender moderated these relationships. Increases in negative affect coping motives were associated with smoker identity development among both males and females. Increases in social motives were associated with smoker identity development among males, and increases in negative affect coping motives were associated with social smoker identity development among females. Smoker and social smoker identities are signaled by negative affect coping as well as social motives for smoking. (PsycINFO Database Record PMID:27136374
Hertel, Andrew W; Mermelstein, Robin J
Adolescents who smoke are more likely to escalate their smoking frequency if they believe smoking is self-defining. Knowing factors that are associated with development of a smoker identity among adolescents who smoke may help to identify who will become a regular smoker. We investigated whether smoker identity development is associated with internal and external motives for smoking. For comparison, we also investigated whether social smoker identity development is associated with internal and external motives for smoking. Adolescents who smoke (n = 292) completed measures of smoker and social smoker identity, internal motives for smoking (negative affect coping, positive affect enhancement), and external motives for smoking (social fit) at baseline, 6-, 15-, and 24-month assessments of an ongoing longitudinal study of smoking patterns. We examined whether change in smoker and social smoker identity from 6 to 24 months was associated with change in motives at earlier assessment waves. We also explored whether gender moderated these relationships. Increases in negative affect coping motives were associated with smoker identity development among both males and females. Increases in social motives were associated with smoker identity development among males, and increases in negative affect coping motives were associated with social smoker identity development among females. Smoker and social smoker identities are signaled by negative affect coping as well as social motives for smoking. (PsycINFO Database Record
Hertel, Andrew W.; Mermelstein, Robin J.
Adolescents who smoke are more likely to escalate their smoking frequency if they believe smoking is self-defining. Knowing factors that are associated with development of a smoker identity among adolescents who smoke may help to identify who will become a regular smoker. We investigated whether smoker identity development is associated with internal and external motives for smoking. For comparison, we also investigated whether social smoker identity development is associated with internal and external motives for smoking. Adolescents who smoke (n = 292) completed measures of smoker and social smoker identity, internal motives for smoking (negative affect coping, positive affect enhancement), and external motives for smoking (social fit) at baseline, 6-, 15-, and 24-month assessments of an ongoing longitudinal study of smoking patterns. We examined whether change in smoker and social smoker identity from 6 to 24 months was associated with change in motives at earlier assessment waves. We also explored whether gender moderated these relationships. Increases in negative affect coping motives were associated with smoker identity development among both males and females. Increases in social motives were associated with smoker identity development among males, and increases in negative affect coping motives were associated with social smoker identity development among females. Smoker and social smoker identities are signaled by negative affect coping as well as social motives for smoking. PMID:27136374
Cameron, Jenny; Nairn, Karen; Higgins, Jane
Writing is the foundation of academic practice, yet academic writing is seldom explicitly taught. As a result many beginning (and experienced) academics struggle with writing and the difficult emotions, particularly the self-doubt, that writing stirs up. Yet it need not be like this. In this paper, strategies are discussed for attending to the…
This article reports on a qualitative multiple case study that explored the academic discourse socialization experiences of L2 learners in a Canadian university. Grounded in the notion of "community of practice" (Lave & Wenger, 1991, p. 89), the study examined how L2 learners negotiated their participation and membership in their new L2 classroom…
Higher education institutions (HEIs) in the UK and elsewhere are having a hard time, pushed into the marketplace with the turn to "academic capitalism" and now suffering the effects of the economic downturn. Increasingly, the discourse of "excellence" is being invoked as HEIs are held to account and public funding for research is predicated on the…
Wood, Bronwyn E.; Cornforth, Sue; Beals, Fiona; Taylor, Mike; Tallon, Rachel
Purpose: The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy. Design/Methodology/Approach: The focus of this paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability…
Prosek, Elizabeth A.; Hurt, Kara M.
This study examined the differences in professional identity development between novice and advanced counselor trainees (N = 161). Multivariate analyses of variance indicated significant differences between groups. Specifically, advanced counselor trainees demonstrated greater professional development compared with novice counselor trainees. No…
Hosek, Sybil G.; Harper, Gary W.; Robinson, W. LaVome
The purpose of this project was to qualitatively explore how identity formation may be affected by the presence of HIV disease. Eight HIV-infected adolescents (three males, five females), aged 17-21, participated in a semi-structured interview that combined measures of identity development with open-ended, qualitative questions aimed at eliciting…
McIlroy, Guy; Storbeck, Claudine
This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural…
Was, Christopher A.; Al-Harthy, Ibrahim; Stack-Oden, Maura; Isaacson, Randall M.
Introduction: Two constructs that have received a great deal of attention in Educational Psychology research are Achievement Orientation and Identity Status. However, the relationship between these two constructs has not received the attention that the current researcher feel is warranted. The impetus for the current study is the paucity of…
The experience of academic practice is significantly fragmentary. This is a problem for, amongst others, early career academics trying to step up into what they might expect to be a unitary and coherent role and for academic developers. There have been recent historical developments which have highlighted this. However, I propose that the ground…
Chavous, Tabbye M; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney
The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development.
Cauthen, T. W., III
This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible leaders.
Brown, Christia Spears; Chu, Hui
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N=204, 19 schools, mean age=9years). The study also examined schools' promotion of multiculturalism and teachers' attitudes about the value of diversity in predicting immigrant youth's attitudes and experiences. Results indicated that Latino immigrant children in this White community held positive and important ethnic identities and perceived low overall rates of discrimination. As expected, however, school and teacher characteristics were important in predicting children's perceptions of discrimination and ethnic identity, and moderated whether perceptions of discrimination and ethnic identity were related to attitudes about school and academic performance.
Crawford, Troy; Lengeling, Martha; Mora Pablo, Irasema; Heredia Ocampo, Rocío
This paper explores the construction of identity in an academic learning environment in Central Mexico, and shows how identity may be linked to non-language factors such as emotions or family. These issues are associated with elements of hybrid identity. To analyze this we draw on language choice as a tool used for the construction of identity and…
The challenge of attracting and retaining the next generation of teachers who are skilled and committed to meeting the growing demands of the profession is of increasing concern to researchers and policy makers, particularly since 45--50% of beginning teachers leave the profession within five years (Ingersoll & Smith, 2003). Reasons for such attrition include compensation, status and working conditions; however, there is growing evidence that a critical factor in new teacher retention hinges on teachers' ability to accomplish the difficult task of forming a workable professional identity in the midst of competing discourses about teaching (Alsup, 2006; Britzman, 2003). There is little research on professional identity development among those beginning teachers at highest risk for attrition (secondary math and science teachers, and those with strong academic backgrounds). This study explores the professional identity development of early-career math and science teachers who are part of the Knowles Science Teaching Foundation's (KSTF) teaching fellowship program, an external support network that aims to address many of the issues leading to high attrition among this particular population of teachers. Using narrative research methods, I examine three case studies of beginning teachers, exploring how they construct professional identity in relation to various discourse communities and negotiate tensions across multiple discourses. The cases identify both dominant discourses and counter-discourses that the teachers draw upon for important identity development resources. They also demonstrate that the way a teacher manages tensions across competing discourses is important to how well one can negotiate a workable professional identity. In particular, they emphasize the importance of engaging in borderland discourses (Gee, 1996) as a way of taking agency in one's own identity development as well as in transforming one's discourse communities. These cases shed light on how
Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa
An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.
Cheng, Min; Berman, Steven L
This chapter begins with a discussion of the unique experience of adolescents and emerging adults who grew up with globalization in China and how it has affected their sense of self. We then discuss the effects of globalization on identity development in general, with a special focus on the sociohistorical context of China. We also review and critique the psychological literature that has been conducted on identity within Chinese and Chinese American populations. Finally, we discuss the applicability of Western concepts of identity on a culture that does not necessarily share the same value structure.
Flynt, E. Sutton; Brozo, William G.
Concerns about how to build academic vocabulary and weave its instruction into curricula are common among classroom teachers. The column includes a review of the research and some practical suggestions for teachers.
Baume, Carole; Baume, David
In this article, the authors use their own collective half century's experience of academic development to review the nature and evolution of the profession. They argue that, having risen from a peripheral and largely individual activity to a sometimes central and sometimes highly valued activity, academic development may achieve its…
Academic writing is an important aspect of professional development for students and lecturers. It is one way in which they demonstrate their learning, but it can be a difficult skill to master. This article aims to enable students and professionals to develop their academic writing style using a coherent and effective framework.
Brown, Christia Spears; Chu, Hui
This study examined ethnic identity, perceptions of discrimination, and academic attitudes and performance of primarily first- and second-generation Mexican immigrant children living in a predominantly White community (N = 204, 19 schools, mean age = 9 years). The study also examined schools' promotion of multiculturalism and teachers' attitudes…
This article argues that lecture discourse has the capacity to support students in their transition into modes of social critique and that the lecturer, through an enactment of an academic identity in lecture discourse, plays a crucial role as both model and guide. Certain crucial phases and sub-phases of lectures are used to model an engagement…
Hughes, Carolyn; Manns, Nicole N.; Ford, Donna Y.
Racial identity attitudes, a construct proposed as a measure of the world view of Blacks (Cross & Vandiver, 2001), and academic performance of a group of Black females attending a high-poverty, failing high school with a 42% graduation rate were examined. These young women were either pregnant or parenting and attended a parenting support group at…
The academic homepage is now a ubiquitous genre of scholarly life, but despite considerable interest in issues of identity and the ways individuals self-consciously manage the impression they give of themselves, it has been slow to attract the attention of ESP researchers. This may be because of the institutional control exercised by employing…
Harper, Brian E.
This article examines the relationship between Black racial identity and academic achievement in urban settings. Using Mary Shelley's Frankenstein (1918) as a comparative framework, the author describes current practices and suggests practical applications of empirical findings for practicing classroom teachers of African American students.…
This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains…
Whitchurch, Celia; Gordon, George
This paper draws on an international study of the management challenges arising from diversifying academic and professional identities in higher education. These challenges include, for instance, the introduction of practice-based disciplines with different traditions such as health and social care, the changing aspirations and expectations of…
Leibowitz, Brenda; Ndebele, Clever; Winberg, Christine
This article reports on an investigation into the role of academic identity within collaborative research in higher education in South Africa. The study was informed by the literature on academic identities, collaborative research and communities of practice. It was located within a multi-site study, with involvement of researcher collaborators…
Kensington-Miller, Barbara; Sneddon, Jamie; Stewart, Sepideh
The changes in academic identity a teacher may undergo, as they modify their teaching practice, will vary depending on their experiences and the support they receive. In this paper, we describe the shifts in academic identity of two lecturers, a mathematician and a mathematics educator, as they both made changes to their teaching practice by…
Cokley, Kevin O.; Chapman, Collette
Conventional wisdom in much of the educational and psychological literatures states that the ethnic and racial identity of African American students is related to their academic achievement. The purpose of this study was to determine whether ethnic identity and anti-white attitudes predicted the academic achievement of African American students at…
Arroyo, C G; Zigler, E
The relation between racial identity and personal psychological functioning was examined within the framework of the "racelessness" construct proposed by Fordham and Ogbu (S. Fordham, 1988; S. Fordham & J. U. Ogbu, 1986). These researchers have proposed that academically successful African American students achieve their success by adopting behaviors and attitudes that distance them from their culture of origin, resulting in increased feelings of depression, anxiety, and identity confusion. Studies 1 and 2 describe the development of the Racelessness Scale (RS) designed to test these assumptions. Study 2 also investigated Race X Achievement level differences in students' responses to the RS. In Study 3, correlations between the RS and measures of depression, self-efficacy, anxiety, alienation, and collective self-esteem were assessed. The pattern of results in Study 2 suggest that the behaviors and attitudes described by Fordham and Ogbu are common to high-achieving adolescents and not specific to African Americans. However, racial differences in the pattern of associations between the RS and measures of depression suggest that racelessness may have important psychological consequences for African American adolescents.
Witherspoon, Dawn P.; Daniels, Lisa L.; Mason, Amber E.; Smith, Emilie Phillips
Research consistently shows that neighborhood socio-demographic characteristics and residents’ neighborhood perceptions matter for youth well-being, including a positive sense of racial-ethnic identity. Although elementary-school children are likely in the earlier phases of identity formation, the authors examined whether objective and subjective neighborhood characteristics are related to their racial-ethnic identity and, in turn, their academic adjustment. A diverse sample (30.4% AA, 35.2% White, 12.3% Latino, & 22.0% Other) of 227 children in Grades 2 through 5 were surveyed in afterschool programs. Bivariate correlations showed that youth living in disadvantaged neighborhoods reported more barriers due to their race-ethnicity, but these barriers were not related to their sense of academic efficacy. Residing in a disadvantaged neighborhood was unrelated to youth’s academic self-efficacy. However, path analyses showed that positive neighborhood perceptions were associated with a stronger sense of race-ethnicity (i.e., affirmation and belonging), which was in turn related to greater academic efficacy. These results suggest that neighborhood connection provides a source of affirmation and value for young children, helping them to understand who they are as part of a racial-ethnic group and helping to foster a sense of future achievement opportunities. This study provides additional evidence that along with other important proximal contexts (e.g., family, school), young children’s neighborhood context is important for development. Results are discussed to highlight environmental influences on young children’s awareness of race-ethnicity and the implications of the combined impact of neighborhood and racial-ethnic identity on psychosocial adjustment. PMID:27217314
Fiscella, Joan B.; Ringel, Joan D.
Academic libraries should follow the practice adopted by some academic institutions during recent periods of economic scarcity and develop economic and political ties with the business community, a partnership that could provide genuine benefits for members of the business community, elected officials, and academia. An example of such cooperation…
An ongoing project at Mercer University's Regional Academic Center Libraries illustrates how utilizing established assessment guidelines, stakeholder input, and a clear understanding of audience and curriculum needs may all be used to optimize a collection. Academic branch libraries often have clear collection development limitations in terms of…
Carlsson, Johanna; Wängqvist, Maria; Frisén, Ann
The aim of this study was to investigate identity development in the late 20s in order to learn more about the continued identity development after identity commitments have been made. The starting point for the study was the contradiction between ideas of identity development as a lifelong process and identity status research showing that stability in identity development is common, particularly so once identity-defining commitments have been made. Identity status interviews were performed with 124 Swedish individuals (63 women) at ages 25 and 29. The 4 identity statuses were equally common at both ages, and stability in identity status between measurements was a typical pattern for individuals assigned to all identity statuses, except moratorium. Longitudinal analysis of interviews from participants assigned to identity achievement, or foreclosure at both occasions, resulted in a model of continued identity development after commitments have been made. The model showed that relevant processes in this identity development are: the ways in which individuals approach changing life conditions, to what extent they continue to engage in meaning making, and how they continue to develop their personal life direction. Identity achievement was connected to continued identity development, whereas developmental patterns connected to foreclosure were more diverse. In conclusion, the study showed that, regardless of identity status change or stability, identity development continues in the late 20s, also beyond identity achievement. Moreover, continued identity development is needed for an established sense of identity to stay adaptive and flexible.
Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa
An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often…
Ellis, Lauren Marie
This purpose of this qualitative dissertation study was to capture the meaning and various dimensions related to being an undocumented immigrant youth in the United States, and to develop a grounded theory regarding how undocumented immigrant students negotiate their identity development in light of these dimensions. A semi-structured interview…
Carlsson, Johanna; Wängqvist, Maria; Frisén, Ann
The aim of this study was to investigate identity development in the late 20s in order to learn more about the continued identity development after identity commitments have been made. The starting point for the study was the contradiction between ideas of identity development as a lifelong process and identity status research showing that…
Most work on writing and publication processes focuses on writing support for undergraduates or postgraduates writing in the disciplines, while work on academic identities frequently considers development as a university teacher. This essay consider the reviewing process for academics who write, whether doctoral students, researchers, teachers or…
Hoffman, Rose Marie
This article summarizes the work of R. L. Worthington and J. J. Mohr (2002); R. L. Worthington, H. B. Savoy, F. R. Dillon, and E. R. Vernaglia (2002); and J. J. Mohr (2002) on heterosexual identity development that constituted the Major Contribution section of the July 2002 issue of The Counseling Psychologist. The author provides an overview of…
Puurula, Arja; Lofstrom, Erika
This paper describes a study of the development of professional identity among employees in small and medium sized enterprises (SMEs) participating in large-scale company-wide training programs. Managers and employees in 175 SMEs in Finland participated. These two research questions were posed: (1) are there differences in the perceptions of…
Cheng, Min; Berman, Steven L.
This chapter begins with a discussion of the unique experience of adolescents and emerging adults who grew up with globalization in China and how it has affected their sense of self. We then discuss the effects of globalization on identity development in general, with a special focus on the sociohistorical context of China. We also review and…
Academic development recognizes the strengths of communities, such as communities of practice or learning communities, in providing academics with supportive environments for the development of teaching. The problem academic development faces is that not enough academics are involved in these communities. Instead of trying to interest academics in…
Whitesell, Nancy Rumbaugh; Mitchell, Christina M; Spicer, Paul
Latent growth curve modeling was used to estimate developmental trajectories of self-esteem and cultural identity among American Indian high school students and to explore the relationships of these trajectories to personal resources, problem behaviors, and academic performance at the end of high school. The sample included 1,611 participants from the Voices of Indian Teens project, a 3-year longitudinal study of adolescents from 3 diverse American Indian cultural groups in the western United States. Trajectories of self-esteem were clearly related to academic achievement; cultural identity, in contrast, was largely unrelated, with no direct effects and only very small indirect effects. The relationships between self-esteem and success were mediated by personal resources and problem behaviors.
Background In the revision of the Diagnostic and Statistical Manual (DSM-5), “Identity” is an essential diagnostic criterion for personality disorders (self-related personality functioning) in the alternative approach to the diagnosis of personality disorders in Section III of DSM-5. Integrating a broad range of established identity concepts, AIDA (Assessment of Identity Development in Adolescence) is a new questionnaire to assess pathology-related identity development in healthy and disturbed adolescents aged 12 to 18 years. Aim of the present study is to investigate differences in identity development between adolescents with different psychiatric diagnoses. Methods Participants were 86 adolescent psychiatric in- and outpatients aged 12 to 18 years. The test set includes the questionnaire AIDA and two semi-structured psychiatric interviews (SCID-II, K-DIPS). The patients were assigned to three diagnostic groups (personality disorders, internalizing disorders, externalizing disorders). Differences were analyzed by multivariate analysis of variance MANOVA. Results In line with our hypotheses, patients with personality disorders showed the highest scores in all AIDA scales with T>70. Patients with externalizing disorders showed scores in an average range compared to population norms, while patients with internalizing disorders lay in between with scores around T=60. The AIDA total score was highly significant between the groups with a remarkable effect size of f= 0.44. Conclusion Impairment of identity development differs between adolescent patients with different forms of mental disorders. The AIDA questionnaire is able to discriminate between these groups. This may help to improve assessment and treatment of adolescents with severe psychiatric problems. PMID:23899433
Reiner, William G; Reiner, D Townsend
Children with disorders of sex development have similarities to, but also marked contrasts with, children with normal anatomy but who have gender dysphoria. Understanding gender identity development in children with sex disorders will probably help us understand typical gender identity development more than in understanding gender development in children with gender identity disorder.
Bartlett, Madelaine E; Thompson, Beth
Inflorescence morphology is incredibly diverse. This diversity of form has been a fruitful source of inquiry for plant morphologists for more than a century. Work in the grasses (Poaceae), the tomato family (Solanaceae), and Arabidopsis thaliana (Brassicaceae) has led to a richer understanding of the molecular genetics underlying this diversity. The character of individual meristems, a combination of the number (determinacy) and nature (identity) of the products a meristem produces, is key in the development of plant form. A framework that describes inflorescence development in terms of shifting meristem identities has emerged and garnered empirical support in a number of model systems. We discuss this framework and highlight one important aspect of meristem identity that is often considered in isolation, phyllotaxis. Phyllotaxis refers to the arrangement of lateral organs around a central axis. The development and evolution of phyllotaxis in the inflorescence remains underexplored, but recent work analyzing early inflorescence development in the grasses identified an evolutionary shift in primary branch phyllotaxis in the Pooideae. We discuss the evidence for an intimate connection between meristem identity and phyllotaxis in both the inflorescence and vegetative shoot, and touch on what is known about the establishment of phyllotactic patterns in the meristem. Localized auxin maxima are instrumental in determining the position of lateral primordia. Upstream factors that regulate the position of these maxima remain unclear, and how phyllotactic patterns change over the course of a plant's lifetime and evolutionary time, is largely unknown. A more complete understanding of the molecular underpinnings of phyllotaxis and architectural diversity in inflorescences will require capitalizing on the extensive resources available in existing genetic systems, and developing new model systems that more fully represent the diversity of plant morphology.
Budge, Kylie; Clarke, Angela
This paper argues that academic development is a creative act. Creative acts have potential to inspire, critique, inform and in many cases to change. The creativity literature identifies a number of core features of creative acts that assist in developing independent creative practitioners. Those features are observing, attending to relationships,…
Loveless, Douglas J., Ed.; Griffith, Bryant, Ed.; Bérci, Margaret E., Ed.; Ortlieb, Evan, Ed.; Sullivan, Pamela, Ed.
While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents…
Altschul, Inna; Oyserman, Daphna; Bybee, Deborah
Three aspects of racial-ethnic identity (REI)-feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)-were hypothesized to promote academic achievement. Youth randomly selected from 3 low-income, urban schools (n=98 African American, n=41 Latino) reported on their REI 4 times over 2 school years. Hierarchical linear modeling shows a small increase in REI and the predicted REI-grades relationship. Youth high in both REI Connectedness and Embedded Achievement attained better grade point average (GPA) at each point in time; youth high in REI Connectedness and Awareness of Racism at the beginning of 8th grade attained better GPA through 9th grade. Effects are not moderated by race-ethnicity.
Palmer, Ruth J.; Hunt, Andrea N.; Neal, Michael; Wuetherick, Brad
Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students' academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically…
Murakami-Ramalho, Elizabeth; Militello, Matthew; Piert, Joyce
This study reports on experiences of doctoral students in educational administration at a time when the effectiveness of programs preparing practitioners and academics in this field are being questioned. Concerns related to how students in educational administration developed knowledge about research and identity as researchers were closely…
Luke, Melissa; Goodrich, Kristopher M.
As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as…
Ruth, Damian; Naidoo, Kogi
This paper presents the cooperative analysis by a lecturer and an academic development practitioner of a reflective journal dialogue over the 12 weeks of teaching a postgraduate course. Through a retrospective analysis of the journal the present paper explores the following issues: the framing of an inquiry; the personal-professional nexus; and…
The affective dimensions of intimacy and emotional labour in academic development are explored utilising two methodological resources: autoethnography and narrative practice. An excerpt from the author's reflective professional journal infused with affect and emotion is analysed utilising theories of intimacy in modernity, emotion work, and…
Abou-Sayf, Frank, K.; Pagotto, Louise; Wehrman, Steve
This document presents the Strategic Plan and Academic Development Plan for Kapi'olani Community College (KCC) (Hawaii). In addition to its liberal arts transfer mission, KCC offers the state's only programs in Health Sciences and Legal Education and the only community college nursing programs on Oahu. The goals in the Strategic Plan document…
Fraser, Kym; Ryan, Yoni
Although it can be argued that directors of central academic development units (ADUs) are critical to the implementation of university teaching and learning strategies, it would appear there is a high director turnover rate. While research in the USA, the UK, and Australia illustrates that ADUs are frequently closed or restructured, that research…
Pseekos, A. Chantelle; Dahlen, Eric R.; Levy, Jacob J.
The authors describe the development and preliminary validation of the Academic Stereotype Threat Inventory, a self-report measurement of math-related stereotype threat among women. A preliminary version of the instrument was administered to 308 undergraduate women. Principal component analysis yielded a 3-factor solution. Convergent and…
Callahan, Edward J; Sitkin, Nicole; Ton, Hendry; Eidson-Ton, W Suzanne; Weckstein, Julie; Latimore, Darin
Many U.S. populations experience significant health disparities. Increasing health care providers' awareness of and education about sexual orientation (SO) and gender identity (GI) diversity could help reduce health disparities among lesbian, gay, bisexual, and transgender (LGBT) patients. The authors share the University of California, Davis, Health System's (UCDHS's) experience as it became the first U.S. academic health center to formally introduce patient SO/GI demographic data into its electronic health record (EHR) as a step toward reducing LGBT health disparities. Adding these data to the EHR initially met with resistance. The authors, members of the UCDHS Task Force for Inclusion of SO/GI in the EHR, viewed this resistance as an invitation to educate leaders, providers, and staff about LGBT health disparities and to expose providers to techniques for discussing SO/GI with patients. They describe the strategies they employed to effect institutional culture change, including involvement of senior leadership, key informant interviews, educational outreach via grand rounds and resident workshops, and creation of a patient safety net through inviting providers to self-identify as welcoming LGBT patients. The ongoing cultural change process has inspired spin-off projects contributing to an improved climate for LGBT individuals at UCDHS, including an employee organization supporting SO/GI diversity, support for and among LGBT medical learners through events and listservs, development and implementation of an LGBT health curriculum, and creation of peer navigator programs for LGBT patients with cancer. The authors reflect on lessons learned and on institutional pride in and commitment to providing quality care for LGBT patients.
Callahan, Edward J; Sitkin, Nicole; Ton, Hendry; Eidson-Ton, W Suzanne; Weckstein, Julie; Latimore, Darin
Many U.S. populations experience significant health disparities. Increasing health care providers' awareness of and education about sexual orientation (SO) and gender identity (GI) diversity could help reduce health disparities among lesbian, gay, bisexual, and transgender (LGBT) patients. The authors share the University of California, Davis, Health System's (UCDHS's) experience as it became the first U.S. academic health center to formally introduce patient SO/GI demographic data into its electronic health record (EHR) as a step toward reducing LGBT health disparities. Adding these data to the EHR initially met with resistance. The authors, members of the UCDHS Task Force for Inclusion of SO/GI in the EHR, viewed this resistance as an invitation to educate leaders, providers, and staff about LGBT health disparities and to expose providers to techniques for discussing SO/GI with patients. They describe the strategies they employed to effect institutional culture change, including involvement of senior leadership, key informant interviews, educational outreach via grand rounds and resident workshops, and creation of a patient safety net through inviting providers to self-identify as welcoming LGBT patients. The ongoing cultural change process has inspired spin-off projects contributing to an improved climate for LGBT individuals at UCDHS, including an employee organization supporting SO/GI diversity, support for and among LGBT medical learners through events and listservs, development and implementation of an LGBT health curriculum, and creation of peer navigator programs for LGBT patients with cancer. The authors reflect on lessons learned and on institutional pride in and commitment to providing quality care for LGBT patients. PMID:25162618
Moore, Felicia M.
The aim of this study was to understand the positional identity of three African American secondary science teachers. Positional identity was operationally defined in terms of race, ethnicity, economic status, gender, religion, and age. Positional identity was posited to inform why diverse teachers with differing knowledge and experiences in…
Stitt, Rashunda LaRuth
This study exposed the way African American female engineering students constructed their academic identities by focusing on their lived experiences. Participants included nine engineering students at Mid-South University (pseudonym) who identified as African American females. Participants were required to sit for one semi-structured academic life history interview that focused on their academic experiences from early childhood to present. This study employed two levels of theory in order to obtain a comprehensive view of participants' experiences. Black feminist theory, which accounts for the intersectionality of participants' race and gender, served as the macro level theory and academic identity, which accounts for the individual's sense of identity within an academic context, served as the mid-level theory. I engaged in thematic analysis, narrative analysis, and creative analytic practice in order to highlight similarities between participants' stories, differences between participants' experiences, and to make this research accessible to individuals outside of academia. As a result, the following three themes emerged to highlight the similarities between participants: (a) just because you struggle, does not mean you should quit; (b) engineering is something you cannot do alone; and (c) I can be creative and do math and science? That's cool! Narrative analysis exposed the academic identity statuses of participants to be either identity achieved, identity moratorium, identity foreclosed or identity diffused. The final piece of analysis involved creating a play that highlights the experiences of an African American girl's pursuit of her engineering degree. Additionally, the final chapter provides conclusions, implications, suggestions for future research, and limitations of the current study.
Allen, C F
Community development for health (CD4H) is defined as the mobilization of communities actually or potentially suffering from a health problem to eliminate its causes or alleviate its consequences. This paper links this with questions of social identity, focusing on issues of ethnicity and 'race', in health promotion. When combined with notions of ethnicity and 'race'. CD4H is frequently a reaction to inequalities which are communally experienced and believed to increase risk of ill-health for the group. This paper theorizes the link between communal experience and activity to promote health, by drawing on sociological theory linking structure and agency. It examines how discourses of belonging and exclusion are enacted in struggles for health. Via examples from the Caribbean and the UK, instances of 'identity politics' in CD4H are identified, viewed as the use of essentialist, binary notions of self and other in the attempt to gain an advantage over the other. It is argued that such instances should not be considered in isolation, but should be viewed as responses to experience, particularly, in the UK context, the experience of racism in the Health Service.
Seiffge-Krenke, Inge; Haid, Marja-Lena
In this chapter, we review identity development in German youth as well as the impact of German cultural history on difficulties in developing a sense of national identity. Current socioeconomic and political contexts, such as instability of labor markets and prolonged transitions to work and partnership, are likely to affect identity development.…
Bath, Debra; Smith, Calvin
In this paper we review the current debate regarding the work of academic developers in higher education and their rightful "place" in higher education, particularly with regard to notions of the discipline, research and scholarship of teaching. We describe and compare the work of discipline academics and academic developers and argue that the two…
Sherman, David K; Hartson, Kimberly A; Binning, Kevin R; Purdie-Vaughns, Valerie; Garcia, Julio; Taborsky-Barba, Suzanne; Tomassetti, Sarah; Nussbaum, A David; Cohen, Geoffrey L
To the extent that stereotype and identity threat undermine academic performance, social psychological interventions that lessen threat could buffer threatened students and improve performance. Two studies, each featuring a longitudinal field experiment in a mixed-ethnicity middle school, examined whether a values affirmation writing exercise could attenuate the achievement gap between Latino American and European American students. In Study 1, students completed multiple self-affirmation (or control) activities as part of their regular class assignments. Latino American students, the identity threatened group, earned higher grades in the affirmation than control condition, whereas White students were unaffected. The effects persisted 3 years and, for many students, continued into high school by lifting their performance trajectory. Study 2 featured daily diaries to examine how the affirmation affected psychology under identity threat, with the expectation that it would shape students' narratives of their ongoing academic experience. By conferring a big-picture focus, affirmation was expected to broaden construals, prevent daily adversity from being experienced as identity threat, and insulate academic motivation from identity threat. Indeed, affirmed Latino American students not only earned higher grades than nonaffirmed Latino American students but also construed events at a more abstract than concrete level and were less likely to have their daily feelings of academic fit and motivation undermined by identity threat. Discussion centers on how social-psychological processes propagate themselves over time and how timely interventions targeting these processes can promote well-being and achievement.
Dunn, Merrily; Glassmann, Danny; Garrett, J. Matthew; Badaszewski, Philip; Jones, Ginny; Pierre, Darren; Fresk, Kara; Young, Dallin; Correll-Hughes, Larry
This study examines the experiences of gay-identified college men related to their faith and sexual orientation identity development. The findings suggest that for gay-identified college men, faith and sexual orientation identity development includes examination of one's faith and sexual orientation identity, important relationships, and a desire…
South African Academic Development (AD) emerged as a liberatory educational and social movement in the 1980s. AD (often called educational development) has burgeoned as an international phenomenon, but with a focus on quality rather than on liberation. South African AD now seems to be struggling to construct its post-apartheid identity, if one…
Thomas, Oseela N.; Caldwell, Cleopatra Howard; Faison, Nkesha; Jackson, James S.
In this study, the authors examined the moderating effects of different dimensions racial identity (i.e., racial centrality and public regard) on perceptions of teacher discrimination and academic achievement among a nationally represented sample of African American and Caribbean Black adolescents. The findings revealed that perceived teacher…
McMillan, Stephanie Renee
This study explored undergraduate teaching faculty's perceptions regarding using biometric-based technologies to reduce academic dishonesty in online classes. The first objective was to develop a baseline of the respondents' concerns toward and experience with using biometrics; attitudes, experience, and mitigation strategies used to…
Hall, Leigh A.; Burns, Leslie D.
In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people…
Tang, Sandra; McLoyd, Vonnie C; Hallman, Samantha K
A significant gap remains in our understanding of the conditions under which parents' racial socialization has consequences for adolescents' functioning. The present study used longitudinal data to examine whether the frequency of communication between African American parents and adolescents (N = 504; 49 % female) moderates the association between parent reports of racial socialization (i.e., cultural socialization and preparation for bias) at 8th grade and adolescent reports of racial identity (perceived structural discrimination, negative public regard, success-oriented centrality) at 11th grade, and in turn, academic attitudes and perceptions. Parents' racial socialization practices were significant predictors of multiple aspects of adolescents' racial identity in families with high levels of communication, but they did not predict any aspects of adolescents' racial identity in families with low levels of communication. Results highlight the importance of including family processes when examining the relations between parents' racial socialization and adolescents' racial identity and academic attitudes and perceptions.
Tang, Sandra; McLoyd, Vonnie C; Hallman, Samantha K
A significant gap remains in our understanding of the conditions under which parents' racial socialization has consequences for adolescents' functioning. The present study used longitudinal data to examine whether the frequency of communication between African American parents and adolescents (N = 504; 49 % female) moderates the association between parent reports of racial socialization (i.e., cultural socialization and preparation for bias) at 8th grade and adolescent reports of racial identity (perceived structural discrimination, negative public regard, success-oriented centrality) at 11th grade, and in turn, academic attitudes and perceptions. Parents' racial socialization practices were significant predictors of multiple aspects of adolescents' racial identity in families with high levels of communication, but they did not predict any aspects of adolescents' racial identity in families with low levels of communication. Results highlight the importance of including family processes when examining the relations between parents' racial socialization and adolescents' racial identity and academic attitudes and perceptions. PMID:26369349
This commentary places the article by Feenstra and colleagues (in press) within the frameworks and findings of normative identity development research. Points of overlap between the way identity is conceptualized by Feenstra and colleagues and the way identity is conceptualized in normative work are outlined. In addition, areas where juxtaposing psychopathology and normative developmental findings could yield new insights for researchers working in both areas are briefly highlighted.
Partoll, Shirley F.
Erikson marked adolescence for the prime developmental task of identity achievement. An examination of 31 mothers, aged 25 to 45, revealed that foreclosure of identity development was the norm for this sample in adolescence and that, for those who had achieved identity, the subsequent status change was related to the liberating influences of…
Schnur, Randi E.; MacDonald, Marian L.
Deviation from age-appropriate identity-development stage and problem drinking was investigated in 75 undergraduate women (18-25 years old). Results indicate that younger subjects deviating from their age-appropriate identity stage differentiation and older subjects deviating from their age-appropriate stage of identity integration were likely to…
Stapleton, Sarah Riggs
This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate…
Adams, G R
Past research has suggested that parents may contribute to the positive development of their daughter's identity formation. Theoretical notions from both social learning and symbolic interaction indicate that parents can either facilitate or hinder positive growth. Therefore, to test the predictions that (a) more mature (moratorium and achieved) identity status parents would have daughters with more mature identities, and (b) that both positive and negative parenting styles can be detected to differentiate between less (diffused and foreclosed) and more mature identity status youths, 45 families (145 subjects) were assessed on parent-child relations and identity status formation. In contrast to much past research, parent-child relations were assessed from both the adolescents' and the parents' perspectives. The findings indicate that parental identity status formation may have an effect on the adolescent's identity formation and that parent-child relations differentiate between less and more mature female adolescent identities.
Xie, Yufeng; Yang Zongbao; Chen, Yun; Wang, Ling; Wang, Shuhui; Yang, Lixia
The origin time, representative physicians and medical works of Xujiang acupuncture school were traced, so as to explore the academic origin and development and summarize the academic characteristic of Xujiang acupuncture school, which could make a better inheritance of academic essence and prompt the innovation and development of Xujiang acupuncture school.
Xie, Yufeng; Yang Zongbao; Chen, Yun; Wang, Ling; Wang, Shuhui; Yang, Lixia
The origin time, representative physicians and medical works of Xujiang acupuncture school were traced, so as to explore the academic origin and development and summarize the academic characteristic of Xujiang acupuncture school, which could make a better inheritance of academic essence and prompt the innovation and development of Xujiang acupuncture school. PMID:27344849
The current study explores the intersection of ethnic identity development and significance in a sample of 354 diverse adolescents (mean age 14). Adolescents completed surveys five times a day for 1 week. Cluster analyses revealed four identity clusters: diffused, foreclosed, moratorium, and achieved. Achieved adolescents reported the highest…
Stapleton, Paul; Helms-Park, Rena
In a recent article in ESP, Matsuda and Tardy (2007) investigate the role of voice in academic writing via a simulated blind manuscript review process. Based on their findings, they claim that voice does play a role in such writing, and call for further research into the issue of the reader's construction of authorial identity. Matsuda and Tardy's…
Reid, Karl W.
This study asserts that African American males with higher grade point averages (GPAs) in college are also academically and socially integrated into campus and hold racial identity attitudes and self-efficacy beliefs that facilitate their level of institutional integration. The statistical study of 190 African American males attending five…
Altschul, Inna; Oyserman, Daphna; Bybee, Deborah
How are racial-ethnic identity and acculturation processes linked, and when do they have positive consequences for academic achievement and assimilation trajectory? To address these issues this study integrates two frameworks--segmented assimilation (Portes and Rumbaut 2001) and racial-ethnic self-schema (Oyserman et al. 2003)--that focus on how…
Chavous, Tabbye M.; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney
The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination…
Drawing from the findings of a qualitative study with female refugee high school students from Somalia in the US, this paper attempts to provide a window to understanding the multilayered character of newcomer students' academic identity construction. The students' micro-level processes of creating spaces for belonging at school are linked to…
Chan, Evelyn T. Y.
This study examined students' construction of academic subject identity in a university humanities discipline, English literary studies. In so doing, the study aimed to provide an empirically grounded intervention in current debates on the value of the humanities in higher education. Eight students participated in interviews lasting 15-20 minutes…
Larrinaga, Ane; Amurrio, Mila
This article analyses aspects of the impact of internationalisation in higher education in multilingual contexts where both a state language and a minority language are present and where English is gradually being introduced. The analysis focuses primarily on the consequences for the professional identities of academics who work in a minority…
Jungers, Christin M.; Gregoire, Jocelyn
Investigating the influence of the Roman Catholic Church on the racial/ethnic identity development of Mauritian Creole peoples was the broad goal of the present study, which was framed by multidimensional approaches to human development, identity development models, and principles of Catholic Social Teaching (CST). Data were collected from 25…
Rhodes, Carl; Scheeres, Hermine
In recent years there has been significant growth in research that has considered the relationship between worker identity and learning at work. A key part of this relates to discussions of the 'newness' of various types of work manifested in discourses such as post-capitalism, post-bureaucracy and the new work order. On this basis, it is argued…
Benishek, Lois A.; Feldman, Jill M.; Shipon, R. Wolf; Mecham, Stacy D.; Lopez, Frederick G.
Researchers have a long-standing interest in better understanding why some students avoid challenging academic course work at the risk of harming their academic standing, whereas others are willing to pursue these types of challenges. The Academic Hardiness Scale (AHS) was developed to better understand characteristics that may differentiate these…
The Shaperville Academic Recognition Program is a district-wide program for the encouragement and recognition of academic excellence and an attempt to instill in students a natural respect for academic achievement. This article describes its development and implementation from conception to planned obsolescence due to successful reformation of…
The purpose of the present study is to shed some light on the subtle interplay between oral and written academic genres in the context of graduate student academic presentations. The analysis was based on a corpus of successful TESOL graduate student academic presentations (n = 20) with a focus on the genre identity roles students encode in their…
MacDonald, Ginger Phillips
Universities articulate their identities during moments of organizational change. The process of development of university identity is herein explored from multiple theoretical strands: (a) industrial/organizational psychology, (b) human development/social psychology, (c) marketing, and (d) postmodern sociological. This article provides an…
Scott, David A.; Livingston, Wade G.; Havice, Pamela A.; Cawthon, Tony W.
Young men struggle with privilege and oppression in college and university residence halls just as they do in other educational and social contexts. While discussions and research about adolescent and adult identity development continue, little attention has focused on how a male student's identity development can impact residence life cultures on…
Trede, Franziska; Macklin, Rob; Bridges, Donna
This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however,…
This paper argues for the re-integration of academic development (AD) and a academic language and learning (ALL) practitioners in Australian higher education. This argument is made as universities aim to develop internationally recognised, inter-disciplinary and standards-based curricula against the backdrop of international comparative education…
Hiradhar, Preet; Gray, Jeremy
Social digital networking is a facet of living that recognizes no national borders or social boundaries and has become a way of life. This paper investigates the social networking habits of students at Lingnan University and considers how these habits can be channelled for academic purposes by introducing an ePortfolio system into their language…
Dube, Eric M.; Savin-Williams, Ritch C.
This study explored how ethnicity influenced sexual identity development in 139 sexual-minority males. Findings demonstrated that participants, regardless of ethnicity, experienced most identity milestones at developmentally appropriate ages, had moderately low internalized homophobia, and became romantically and sexually involved with other males…
Pittman, Edward C.; Foubert, John D.
This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a…
Schmitt-Rodermund, Eva; Vondracek, Fred W.
Exploration is known to be a precursor of identity achievement and, thus, to a healthy transition to adulthood. This study examined antecedents of exploratory behavior in adolescence and the role of such behavior in identity development. Participants were 933 respondents in a 1991 national survey of German youth, ranging in age from 13 to 19 and…
Lerseth, Kathryn Ann
This case study examined teacher identity development among four pre-service teacher candidates during their student teaching experience. Guided by three complementary theoretical frameworks for investigating teacher professional identities (e.g., Gee, 2000-2001; Beijaard, Meijer, & Verloop; 2004; Moje & Luke, 2009), the study focused on…
Ballantyne, Julie; Kerchner, Jody L.; Arostegui, Jose Luis
This study investigates pre-service music teacher's (PSMT) perceptions of their professional identities. University-level education students in the United States America (USA), Spain and Australia were all asked interview questions based on general themes relevant to teacher identity development, and their responses were subjected to content…
Song, Bora; Kim, Dae Won; Lee, Ki-Hak
This study observed the effect of contextual factors on vocational identity (VI) level in each VI status, originated by Marcia ("Handbook of adolescent psychology." Wiley, New York, 1980)'s identity status. This is an attempt to integrate status approach and dimension approach of VI development by finding within-status difference of…
Healey, Amanda C.; Hays, Danica G.
This quantitative study examined professional identity development and orientation for 489 counseling practitioners, educators, and trainees as predicted by participant-identified sex and engagement in professional activities. Differences between male and female participants regarding aspects of professional identity were evaluated. Discriminant…
The purpose of this research was to investigate music performer/music teacher identity by examining double majors in various stages of their programs of study aspiring to become a performer and music educator. Unlike their single-major peers, double majors cope with additional challenges as they simultaneously develop both identities, determining…
Liddell, Debora L.; Wilson, Maureen E.; Pasquesi, Kira; Hirschy, Amy S.; Boyle, Kathleen M.
Professional identity is one outcome of successful socialization. The purpose of this study was to understand how socialization in graduate programs contributes to the development of professional identity for new professionals in student affairs. Via survey, we found significant relationships between program qualities, standards, activities, and…
The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to…
Miller, Shannon J
Don't Ask, Don't Tell is gaining attention in family studies literature as a cultural specific context to understand lesbian, gay, and bisexual visibility in African-American families and communities. This policy suggests that sexual minorities are accepted within African-American families and communities as long as they do not label themselves or acknowledge publicly that they engage in same-sex relationships. The narratives of two African-American lesbians (aged 26 and 27 years) are chronicled in the present study to reveal their lesbian identity development, lesbian identity management, and how they defined and navigated Don't Ask, Don't Tell. They encountered challenges and successes in a quest to find communities that would embrace and affirm their multiple marginalized identities. Their stories are offered as a point of entry to further inquiry concerning African-American lesbian visibility and identity proclamation within African-American families and communities.
Draeger, John; del Prado Hill, Pixita; Mahler, Ronnie
In this article we describe models of academic rigor from the student point of view. Drawing on a campus-wide survey, focus groups, and interviews with students, we found that students explained academic rigor in terms of workload, grading standards, level of difficulty, level of interest, and perceived relevance to future goals. These findings…
Hamilton, Jillian; Fox, Michelle; McEwan, Mitchell
With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sector-wide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging…
This paper argues that given the complexities and contested nature of contemporary higher education, induction programmes for new academics should move beyond generic approaches to teaching and learning and engage academics in considering the contexts in which they are practising, focusing on developing their agency in these complex contexts. A…
Goltz, Heather Honoré; Smith, Matthew Lee
Health education and promotion specialists and professional organizations have worked hard to successfully establish and maintain the status of health education/promotion (HE/P) as a unique and essential profession and to solidify practitioners' sense of professional identity. A professional identity is critical to a person's sense of self: It is about connecting with roles, responsibilities, values, and ethical standards unique to a specific profession. Professional identity is a complex issue in the HE/P profession; the distinction between personal and professional identities has been debated repeatedly over the years (e.g., should HE/P professionals be role models for clients?). The purpose of this Tool is to explain the concept of professional identity; provide new, emerging, and experienced HE/P with a greater understanding of what it means to have a professional identity; present processes and benchmarks of professional identity development; and offer specific tips and strategies for developing and enhancing an HE/P professional identity. PMID:25015568
Magagna, Jeanne; Pepper Goldsmith, Tara
This paper describes the struggle to develop a female sexual identity and the importance of the roles of the father and mother in this struggle. The clinical illustration is taken from the psychotherapy of an anorectic adolescent.
This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…
Loads, Daphne; Campbell, Fiona
We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disruption. We illustrate these conceptualisations through our investigation of the practice of internal…
Gonzalez Alonso, Gloria Amparo
This qualitative within-case study explored how planned educational change in universities can be facilitated through academic professional development strategies. Thus this study attempted to shed some light on the dynamics of educational planned change in universities and their implications for academic professional development of faculty. The…
A key to achieving academic success in science is providing students with meaningful experiences and skills to negotiate how these experiences affect them and the society in which they live. Although students strive for academic success, a challenge that faces many urban science students and their teachers is finding ways to promote student engagement in the science classroom. In order to support students in urban settings and to better identify the ways in which students may better learn science concepts and develop a sense of belonging or affiliation to science, this qualitative research study explores the development of a classroom group identity (CGI) based on the frameworks of social identity theory, interaction ritual chain theory, and communities of practice. The interactions and experiences of eighteen student participants in a Bronx high school chemistry class were studied over the course of a full school year. Using a conceptual lens of classroom group identity, a model construct and definition were built identifying four stages of CGI development. At the culmination of the study, a positive change in perceptions, attitudes, leadership skills, and classroom behaviors in learning science was primarily observed by two students developing a CGI. The study has implications for the teaching and learning of high school sciences.
Coombs, Maureen; Latter, Sue; Richardson, Alison
Since the publication of the UK Clinical Research Collaboration's (UKRC, 2007) recommendations on careers in clinical research, interest has grown in the concept of clinical academic nursing careers, with increased debate on how such roles might be developed and sustained (Department of Health, 2012). To embed clinical academic nursing roles in the NHS and universities, a clear understanding and appreciation of the contribution that such posts might make to organisational objectives and outcomes must be developed. This paper outlines an initiative to define the potential practice and research contribution of clinical academic roles through setting out role descriptors. This exercise was based on our experience of a clinical academic career initiative at the University of Southampton run in partnership with NHS organisations. Role descriptors were developed by a group of service providers, academics and two clinical academic award-holders from the local programme. This paper outlines clinical academic roles from novice to professor and describes examples of role descriptors at the different levels of a career pathway. These descriptors are informed by clinical academic posts in place at Southampton as well as others at the planning stage. Understanding the nature of clinical academic posts and the contribution that these roles can make to healthcare will enable them to become embedded into organisational structures and career pathways.
Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela; Gauvreau, Sarah
Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be…
Fortune, Tracy; Ennals, Priscilla; Bhopti, Anoo; Neilson, Cheryl; Darzins, Susan; Bruce, Christopher
The performative context of higher education demands that practice-oriented academics shift their priorities from preparing practitioners for the profession, towards "productive" scholarship. We present narratives from occupational therapy academics at the end of a year-long journey through an action research project focussed on academic…
Cross, Jennifer Riedl; Bugaj, Stephen J.; Mammadov, Sakhavat
This study examined identification with school among middle school students and its relationship with academic crowd membership, a public expression of one's academic orientation. Of the 127 Grade 6 to 8 students in the sample, 55 reported participation in a gifted program; 44% of these gifted students did not claim affiliation with the academic…
Students and academics have always used different sources of knowledge to generate and to interpret academic and social behaviours, but it is asserted that the increasingly diverse environments of 21st century higher education lead to greater levels of complexity in learning, teaching and assessment and to a consequent shift in the ways in which…
Irving, Paul W.; Sayre, Eleanor C.
As part of a longitudinal study into identity development in upper-level physics students a phenomenographic research method is employed to assess the stages of identity development of a group of upper-level students. Three categories of description were discovered which indicate the three different stages of identity development for this group…
Ang, Rebecca P.; Huan, Vivien S.
This article describes the development and initial validation of obtained scores from the Academic Expectations Stress Inventory (AESI), which measures expectations as a source of academic stress in middle and high school Asian students. In the first study, exploratory factor analysis results from 721 adolescents suggested a nine-item scale with…
Many academic development initiatives build on community-based approaches, such as communities of practice or learning communities. While these initiatives are largely successful for the individual academics involved, low participation rates prevent wide-reaching impact on learning about teaching. The research discussed in this article aims at…
Shrestha, Prithvi; Coffin, Caroline
Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach…
Susi, Frank D.
Discusses the advantages of academic games and simulations in art education. Provides information on developing academic games and simulations and includes an example. Concludes that these strategies not only broaden the range of instructional approaches, but enhance the learning that results from the study of art. (GEA)
Academics employed on non-standard contracts are a numerically significant part of the labour market in higher education. Concerns about access to formal academic development for this staff group have been articulated in many countries in the context of increasing emphasis on teaching quality assessment and employment regulation of "non-permanent"…
Dee, Jay R.; Heineman, William A.
This chapter provides a conceptual model that academic leaders can use to navigate the complex, and often contentious, organizational terrain of academic program development. The model includes concepts related to the institution's external environment, as well as internal organizational structures, cultures, and politics. Drawing from the…
Fairweather, James S.
Increasingly, academic institutions are asked to redress perceived national and regional economic shortcomings directly through technology transfer, formation of new companies, and product development; but the effectiveness of these mechanisms is unproven. Academic administrators must assess the match between capability and goals and preserve the…
The aim of this paper is to develop a conceptual model which allows for an understanding of the general and discipline specific support needed by academics new to the profession. The approach taken is qualitative in nature and centers around a series of semi-structured interviews carried out with new academics and senior managers in two…
Shoulders, Catherine W.; Myers, Brian E.
The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…
Using published findings and by further analyses of existing data, the structure, validity and utility of the Academic Behavioural Confidence scale (ABC) is critically considered. Validity is primarily assessed through the scale's relationship with other existing scales as well as by looking for predicted differences. The utility of the ABC scale…
Clarke, Catherine; Reid, Jacqueline
There is limited research into the effectiveness of non-accredited foundational courses for new academic staff. An ongoing issue is that of attention and anxiety overload in the critical first period of employment when the challenges of establishing oneself in a new collegial environment are most acute. Approaches to addressing this issue may be…
Murray, Rowena; Thow, Morag; Moore, Sarah; Murphy, Maura
This article describes and analyses a specific mechanism, the writing consultation, designed to help academics to prioritise, reconceptualise and improve their writing practices. It makes the case for its potential to stimulate consideration of writing practices and motivations, a possible precondition for creating time for writing in academic…
Clifford, Margaret M.; And Others
Academic risk taking--the selection of schoollike tasks ranging in difficulty and probability of success--was examined for 602 students in grades 4, 6, and 8 in Taiwan. Results of a self-report measure of tolerance for failure and a risk-taking task are discussed concerning self-enhancement versus self-assessment goals, metacognitive skills, and…
Levitt, Heidi M; Ippolito, Maria R
This article is based on a grounded theory analysis of interviews with transgender-identified people from different regions of the United States. Participants held a variety of gender identities under the transgender rubric (e.g., crossdresser, transman, transwoman, butch lesbian). Interviews explored the participants' experiences in arriving at their gender identity. This article presents three clusters of findings related to the common processes of transgender identity development. This process was made possible by accessibility of transgender narratives that injected hope into what was a childhood replete with criticism and scrutiny. Ultimately, participants came to their identities through balancing a desire for authenticity with demands of necessity--meaning that they weighed their internal gender experience with considerations about their available resources, coping skills, and the consequences of gender transitions. The implications of these findings are considered in terms of their contribution to gender theory, research, and clinical support for transgender clients.
Levitt, Heidi M; Ippolito, Maria R
This article is based on a grounded theory analysis of interviews with transgender-identified people from different regions of the United States. Participants held a variety of gender identities under the transgender rubric (e.g., crossdresser, transman, transwoman, butch lesbian). Interviews explored the participants' experiences in arriving at their gender identity. This article presents three clusters of findings related to the common processes of transgender identity development. This process was made possible by accessibility of transgender narratives that injected hope into what was a childhood replete with criticism and scrutiny. Ultimately, participants came to their identities through balancing a desire for authenticity with demands of necessity--meaning that they weighed their internal gender experience with considerations about their available resources, coping skills, and the consequences of gender transitions. The implications of these findings are considered in terms of their contribution to gender theory, research, and clinical support for transgender clients. PMID:25089681
Fuligni, Andrew J; Witkow, Melissa; Garcia, Carla
The association of adolescents' ethnic identification with their academic attitudes and achievement was examined among a sample of 589 ninth-grade students from Mexican, Chinese, and European backgrounds. Adolescents from all backgrounds chose a variety of ethnic labels to describe themselves, with those from Mexican, Chinese, and immigrant families incorporating more of their families' national origin and cultural background into their chosen ethnic labels. Nevertheless, the strength of adolescents' ethnic identification was more relevant to their academic adjustment than the specific labels that they chose, and it was most important for the extra motivation necessary for ethnic minority students to attain the same level of academic success as their European American peers.
Matthews, Kelly E.; Lodge, Jason M.; Bosanquet, Agnes
Early career academia is a challenging time, particularly as academics are facing increasing pressures to excel across a range of areas. Boyer argued for the "true scholar" versed in the overlapping areas of scholarship in research, teaching, integration and engagement. Academic developers have an important role to play in assisting the…
A practice-based dialectic theory of identity was used in this study to explore the cultural-historical context of an urban charter school in which a group of newly arrived Muslim Turk refugee students' academic identities were formed. The school, located in the Southwestern United States, was founded by a global Islamist movement.…
Wrabel, Thomas J.
This study examined the contributions of cognitive quantitative ability, cognitive verbal ability, normed test achievement and grade point average to the ego identity of 202 high school sophomores. The instrumentation used in this study was as follows: (1) Rasmussen Ego Identity Scale: Revised Short Form; (2) The 3-R's Abilities and Achievement…
Schneider, Cort E.
Identity development is a difficult process for many people with disabilities. Individuals who have disabilities often struggle to come to terms with their identities. As a person with cerebral palsy, I spent most of my life struggling with my identity. I tried to reject my disability in order to fit in with the able-bodied world. However, my…
This article uses an analysis of speech to qualitatively examine the relationship between a blind child and his environment, his use of semiotic signs, and his identity development. A brief overview of development in blind children is followed by a case study. The theoretical construct of this article, which is interactionism, is infused into the…
Gill, Satinder Kaur
This study was conducted in order to understand the factors that contribute to the identity development of Punjabi American women in college. The identified factors are useful for enhancing the educational and psychological development of Punjabi American women in college. A qualitative phenomenological design was implemented to collect data from…
Boskey, Elizabeth R.
Many sexuality educators and professionals, even those involved in program development and planning, are not aware of the biological and social factors involved in gender identity development in youth. As such, this topic is often not as well addressed in whole life educational curricula as better understood topics, such as reproductive anatomy,…
Renninger, K. Ann
An inductive model is proposed that suggests that support for the development and deepening of interest can be aided by knowledge of identity development. The model suggests that instructional practice would be usefully informed were educators (e.g., teachers, parents, museum curators, counselors) to have information about both the phase of a…
Elements of racial-ethnic identity, often found among adolescents from racial-ethnic minority groups, have their origins in middle childhood and pre-adolescence. The present study explored the developmental trajectory of some of those components among Native Canadian children living on relatively remote First Nation communities. Children and young adolescents (N = 414,209 female) between the ages of 6-11 completed measures assessing their level of racial-ethnic identity, concrete operational thought, implicit and explicit self-esteem, implicit and explicit in-group attitudes, and the importance of their racial-ethnic identity each year for 5 years. Consistent with predictions from cognitive developmental theory, trajectory modeling revealed significant increases over time in explicit and implicit in-group attitudes, level of concrete operational thought and the importance of children's racial-ethnic identity. However, level of racial-ethnic identity remained unchanged over time. The results are discussed in terms of cognitive-developmental theory, and the influence of living in a racially homogeneous environment on the development of racial-ethnic identity among minority group children. Studies are also suggested for future research. PMID:23982921
Elements of racial-ethnic identity, often found among adolescents from racial-ethnic minority groups, have their origins in middle childhood and pre-adolescence. The present study explored the developmental trajectory of some of those components among Native Canadian children living on relatively remote First Nation communities. Children and young adolescents (N = 414,209 female) between the ages of 6-11 completed measures assessing their level of racial-ethnic identity, concrete operational thought, implicit and explicit self-esteem, implicit and explicit in-group attitudes, and the importance of their racial-ethnic identity each year for 5 years. Consistent with predictions from cognitive developmental theory, trajectory modeling revealed significant increases over time in explicit and implicit in-group attitudes, level of concrete operational thought and the importance of children's racial-ethnic identity. However, level of racial-ethnic identity remained unchanged over time. The results are discussed in terms of cognitive-developmental theory, and the influence of living in a racially homogeneous environment on the development of racial-ethnic identity among minority group children. Studies are also suggested for future research.
Umaña-Taylor, Adriana J; Wong, Jessie J; Gonzales, Nancy A; Dumka, Larry E
Existing work has identified perceived discrimination as a risk factor that may contribute to the relatively poorer academic outcomes exhibited by Mexican-origin adolescents in the U.S. The current study examined the longitudinal associations among perceived discrimination and three indices of adolescent adjustment in the school setting (i.e., grade point average, teacher reports of externalizing, adolescents' deviant peer associations) among 178 Mexican-origin adolescents (53% female). Ethnic identity affirmation was examined as a protective factor expected to reduce the negative effects of discrimination on adolescents' adjustment, and gender was examined as a potential moderator of the associations of interest. Findings indicated that the deleterious effects of discrimination on adolescents' adjustment in school were particularly salient for Mexican-origin male adolescents. Importantly, ethnic identity affirmation emerged as a protective factor for Mexican-origin male adolescents by buffering the negative effects of discrimination on their externalizing behaviors in school.
de Vries, Annelou L C; Doreleijers, Theo A H; Cohen-Kettenis, Peggy T
This article reviews studies on gender identity outcome in individuals with disorders of sex development (DSD). It appears that a high percentage of affected individuals suffer from gender dysphoria. However, these figures differ substantially among the various DSD and they never reach 100%. From the studies it also becomes clear that a distinction should be made between gender role behavior and gender identity. Put in a broader theoretical framework, there is now more evidence that biological factors influence the development of gender role behavior than gender identity. Developmental psychology studies add evidence that social and psychological factors play a role as well in gender development. Clinicians should be aware of, but not overestimate the influences of neurobiological factors in gender development.
McLain, Bradley David
Despite great efforts and expenditures to promote science literacy and STEM career choices, the U.S. continues to lag behind other countries in science education, diminishing our capacity for STEM leadership and our ability to make informed decisions in the face of multiple looming global issues. I suggest that positive science identity construction (the integration of science into one's sense of self so that it becomes a source of inspiration and contributes to lifelong learning) is critical for promoting durable science literacy and pro-science choices. Therefore, the focus of this study was extraordinary professional development experiences for science educators that may significantly impact their sense of self. My hypothesis was that such experiences could positively impact educators' science and science educator identities, and potentially enhance their capacities to impact student science identities. The first part of this hypothesis is examined in this study. Further, I suggest that first-person narratives play an important role in science identity construction. Presenting a new conceptual model that connects experiential learning theory to identity theory through the narrative study of lives, I explored the impacts of subjectively regarded extraordinary professional development experiences on the science identity and science educator identity construction processes for a cohort of fifteen K-12 science teachers during a science-learning-journey to explore the volcanoes of Hawaii. I used a case study research approach under the broader umbrella of a hermeneutic phenomenology to consider four individual cases as lived experiences and to consider the journey as a phenomenon unto itself. Findings suggest science and science educator identities are impacted by such an experience but with marked variability in magnitude and nature. Evidence also suggests important impacts on their other identities. In most instances, science-related impacts were secondary to and
Rodriguez, Idaykis; Goertzen, Renee Michelle; Brewe, Eric; Kramer, Laird H.
We investigate the development of expert identities through the use of the sociocultural perspective of learning as participating in a community of practice. An ethnographic case study of biophysics graduate students focuses on the experiences the students have in their research group meetings. The analysis illustrates how the communities of…
Kornienko, Olga; Santos, Carlos E.; Martin, Carol Lynn; Granger, Kristen L.
During adolescence, gender identity (GI) develops through a dialectic process of personal reflection and with input from the social environment. Peers play an important role in the socialization of gendered behavior, but no studies to-date have assessed peer influences on GI. Thus, the goal of the present study was to examine peer influences on…
Herring, Roger D.
This article describes the current status of biracial youth in the United States to enhance readers' awareness of the increasing numerical significance of this population and the problems and issues they face, especially in identity development. Examples of biracial-specific strategies and interventions are offered for consideration by helping…
Black, Nathan Jeffrey
This study explores how teachers narrate and develop their identities through their participation in an online video study group. Participants are six public school world language teachers using "Teaching Proficiency through Reading and Storytelling" (TPRS) methodology who live in geographically diverse regions of the United States but…
This paper examines the role that cultural identity and grassroots activism and community development have played in the creation, maintenance and expansion of Louisiana French immersion education. Although linguists tend to portray the extinction of endangered minority languages as inevitable, research on the effects of minority language…
Porter, Christa J.; Dean, Laura A.
The purpose of this preliminary, phenomenological study was to identify factors that influence identity development and meaning-making of Black undergraduate women at a predominately White institution. The goal of this research was two-fold: to share diverse experiences of Black undergraduate women in order to understand the essence of their lived…
Karkouti, Ibrahim Mohamad
This paper provides an overview of Erikson's psychosocial identity development theory, identifies prominent theorists who extended his work, examines the limitations of the theory and explains how this theory can be applied to student affairs practices. Furthermore, two different studies that clarify the relationship between psychosocial factors…
Moradi, Bonnie; Subich, Linda Mezydlo; Phillips, Julia C.
The model of feminist identity development proposed by Downing and Roush in 1985 is revisited as a potentially useful framework in counseling psychology theory, research, and practice. An examination of the historical context from which the model arose illustrates how it advanced theory in the psychology of women. A critical review of the extant…
Hargreaves, David J.; Purves, Ross M.; Welch, Graham F.; Marshall, Nigel A.
Background: The Western classical training of many secondary music specialist teachers may be inappropriate for the demands of the contemporary secondary school classroom, leading to a conflict between their self-concepts as "musicians" and as "teachers". Aims: To undertake a short-term longitudinal comparison of the developing identities and the…
Shakurova, Marina V.
The article addresses the problem of defining and attributing pedagogic essence to the mechanisms of personality identity development. It is based on the general mechanism of social interaction. Its structure contains, on the one hand, pedagogic interaction, including the forms of pedagogic assistance and pedagogic support; on the other hand, it…
Carugati, Felice F.
A study was made of social representations concerning intelligence and its development among groups of parents, parent-teachers, and university students. One of the main functions of social representations is to enable individuals to master and familiarize the unknown and inexplicable and stabilize social identity. What is inexplicable about…
Mello, Robin A.
This study examined the effect of personal narratives on preservice teachers' professional identity development, describing the University of Wisconsin-Whitewater preservice program and discussing how one professor used life stories in conjunction with prepracticum experiences to enhance students' perceptions about the teaching profession.…
Chan, HuiPing; Verspoor, Marjolijn; Vahtrick, Louisa
Taking a dynamic usage-based perspective, this longitudinal case study compares the development of sentence complexity in speaking versus writing in two beginner Taiwanese learners of English (identical twins) in an extensive corpus consisting of 100 oral and 100 written texts of approximately 200 words produced by each twin over 8 months. Three…
Kooyman, Leslie; Pierce, Gloria; Zavadil, Amy
Hooking up generally involves casual sex with noncommittal partners. Hooking up is prevalent on college campuses today and can negatively affect the identity development of female students. The authors examined this phenomenon with a feminist developmental perspective, evaluating hooking up in the context of sexual risk taking with physical and…
Phillips, Debby A
Modern and postmodern scholars are addressing the crisis in masculinity by questioning the meaning of masculinity and by rethinking masculinity, male development, gender, and identity. This article explicates current modern humanist positions and postmodern positions on these topics. The first section summarizes contemporary theories advanced by scholars in the relatively new discipline of men's studies. The second section presents postmodern positions exploring sex as a biological given, the emerging critiques of differentiating sex and gender, and poststructural psychoanalytic positions on simultaneous production of individual subjectivity (sense of self), masculine identity, and society. Implications of these perspectives are identified. PMID:16546938
Phillips, Debby A
Modern and postmodern scholars are addressing the crisis in masculinity by questioning the meaning of masculinity and by rethinking masculinity, male development, gender, and identity. This article explicates current modern humanist positions and postmodern positions on these topics. The first section summarizes contemporary theories advanced by scholars in the relatively new discipline of men's studies. The second section presents postmodern positions exploring sex as a biological given, the emerging critiques of differentiating sex and gender, and poststructural psychoanalytic positions on simultaneous production of individual subjectivity (sense of self), masculine identity, and society. Implications of these perspectives are identified.
This paper draws on the theoretical resources offered by feminist scholarship to enquire into the discourse of the intellectual and how women do being an academic. My starting points are threefold: Val Hey's interrogation of Butler's work and her emphasis on the importance of sociality; Carrie Paechter's exploration of the available personal sets…
Matsuda, Paul Kei; Tardy, Christine M.
Some researchers have argued that voice is irrelevant to academic writing and that the importance of voice has been overstated in the professional literature [Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: an empirical study with pedagogical implications.…
Nelson, Adam R.
Historically, the changing roles of academics have often been associated with changing relations between scholarship and the state. What functions did the state expect scholars to fulfill? Using a historical-biographical approach, this essay considers the example of early nineteenth-century astronomer Ferdinand Rudolf Hassler, who immigrated to…
Kenny, John; Fluck, Andrew; Jetson, Tim
This paper presents a detailed case study of the development and implementation of a quantifiable academic workload model in the education faculty of an Australian university. Flowing from the enterprise bargaining process, the Academic Staff Agreement required the implementation of a workload allocation model for academics that was quantifiable…
Kennedy, David W; Kagan, Sarah H; Abramson, Kelly Brennen; Boberick, Cheryl; Kaiser, Larry R
The interface between established values of academic medicine and the trend toward inpatient amenities units requires close examination. Opinions of such units can be polarized, reflecting traditional reservations about the ethical dilemma of offering exclusive services only to an elite patient group. An amenities unit was developed at the University of Pennsylvania Health System in 2007, using an approach that integrated academic medicine values with the benefits of philanthropy and service excellence to make amenities unit services available to all patients. Given inherent internal political concerns, a broadly based steering committee of academic and hospital leadership was developed. An academically appropriate model was conceived, anchored by four principles: (1) integration of academic values, (2) interdisciplinary senior leadership, (3) service excellence, and (4) recalibrated occupancy expectations based on multiple revenue streams. Foremost is ensuring the same health care is afforded all patients throughout the hospital, thereby overcoming ethical challenges and optimizing teaching experiences. Service excellence frames the service ethic for all staff, and this, in addition to luxury hotel-style amenities, differentiates the style and feel of the unit from others in the hospital. Recalibrated occupancy creates program viability given revenue streams redefined to encompass gifts and patient revenue, including both reimbursement and self-pay. The medical-surgical amenities patient-care unit has enjoyed a successful first year and a growing stream of returning patients and admitting physicians. Implications for other academic medical centers include opportunities to extrapolate service excellence throughout the hospital and to cultivate philanthropy to benefit services throughout the medical center. PMID:19174661
Kennedy, David W; Kagan, Sarah H; Abramson, Kelly Brennen; Boberick, Cheryl; Kaiser, Larry R
The interface between established values of academic medicine and the trend toward inpatient amenities units requires close examination. Opinions of such units can be polarized, reflecting traditional reservations about the ethical dilemma of offering exclusive services only to an elite patient group. An amenities unit was developed at the University of Pennsylvania Health System in 2007, using an approach that integrated academic medicine values with the benefits of philanthropy and service excellence to make amenities unit services available to all patients. Given inherent internal political concerns, a broadly based steering committee of academic and hospital leadership was developed. An academically appropriate model was conceived, anchored by four principles: (1) integration of academic values, (2) interdisciplinary senior leadership, (3) service excellence, and (4) recalibrated occupancy expectations based on multiple revenue streams. Foremost is ensuring the same health care is afforded all patients throughout the hospital, thereby overcoming ethical challenges and optimizing teaching experiences. Service excellence frames the service ethic for all staff, and this, in addition to luxury hotel-style amenities, differentiates the style and feel of the unit from others in the hospital. Recalibrated occupancy creates program viability given revenue streams redefined to encompass gifts and patient revenue, including both reimbursement and self-pay. The medical-surgical amenities patient-care unit has enjoyed a successful first year and a growing stream of returning patients and admitting physicians. Implications for other academic medical centers include opportunities to extrapolate service excellence throughout the hospital and to cultivate philanthropy to benefit services throughout the medical center.
Fritz, Susan; Bell, Lloyd
This document describes the Experiential Leadership Development (ExLD) Program, a program designed to emphasize leadership and interpersonal skill development for undergraduate students. The program offers a comprehensive program of leadership and interpersonal skill development through academic coursework, leadership seminars, and practical…
This study investigates Korean English teachers' responses to the current English Language Teaching (ELT) policies and reveals the attributes of their professional identity from their responses. Data collected from different narratives demonstrate that the teachers value the principles of communicative language teaching, but are not supportive of…
Flennaugh, Terry K.
Background: Scholars have argued that far too little research has examined the complex processes that many Black males undertake in constructing identities that function in schools (Howard & Flennaugh, 2011; Howard, Flennaugh, & Terry, 2012; Terry, Flennaugh, Blackmon, & Howard, 2014). Some have highlighted the perpetuation of a false…
Klimstra, Theo A.; Luyckx, Koen; Germeijs, Veerle; Meeus, Wim H. J.; Goossens, Luc
Changes in personality traits in late adolescence and young adulthood are believed to co-occur with changes in identity, but little research is available that supports this hypothesis. The present study addressed this relatively understudied area of research by examining longitudinal associations of Big Five personality traits (i.e., Neuroticism,…
Fuller, Carrie; Johnson, Lauri
Through a secondary analysis of a case study on successful school leadership, this study inquired into the lived experiences and understandings of Catholic identity from the perspectives of administrators, faculty, staff, and students at one urban Catholic school in the northeastern United States. Participants generally spoke about Catholic…
Thomson, Pat; Gunter, Helen
Educational researchers are concerned about the ways in which researcher identity can influence practice and findings for better or worse effect. However, writings which offer narratives, intended to instruct others in the ways in which the positioning and reflexivity of the researcher operates for better or worse, often present a view of identity…
Li, Sissi L.; Demaree, Dedra
Innovative curricula aim to improve content knowledge and the goal of helping students develop practices and skills of authentic scientist through active engagement learning. To students, these classroom practices often seem very different from their previous learning experiences in terms of behavioral expectations, learning attitude, and what learning means. We propose that productive participation in these learning environments require students to modify their identity as learners in addition to refining their science conceptual understanding. In order to measure changes in learning identity, we developed a 49-item survey to assess students' 1) expectations of student and teacher roles, 2) self efficacy towards skills supported in the Investigative Science Learning Environment (ISLE) and 3) attitudes towards social learning. Using principle components exploratory factor analysis, we have established two reliable factors with subscales that measure these student characteristics. This paper presents the survey development, validation and pilot study results.
Crocetti, Elisabetta; Erentaitė, Rasa; Zukauskienė, Rita
Identity formation is a core developmental task of adolescence. Adolescents can rely on different social-cognitive styles to seek, process, and encode self-relevant information: information-oriented, normative, and diffuse-avoidant identity styles. The reliance on different styles might impact adolescents' adjustment and their active involvement in the society. The purpose of this study was to examine whether adolescents with different identity styles report differences in positive youth development (analyzed with the Five Cs-Competence, Confidence, Character, Connection, and Caring-model) and in various forms of civic engagement (i.e., involvement in school self-government activities, volunteering activities, youth political organizations, and youth non-political organizations). The participants were 1,633 (54.1 % female) 14-19 year old adolescents (M age = 16.56, SD age = 1.22). The findings indicated that adolescents with different identity styles differed significantly on all the Five Cs and on two (i.e., involvement in volunteering activities and in youth non-political organizations) forms of civic engagement. Briefly, adolescents with an information-oriented style reported high levels of both the Five Cs and civic engagement; participants with a normative style reported moderate to high scores on the Five Cs but low rates of civic engagement; diffuse-avoidant respondents scored low both on the Five Cs and on civic engagement. These findings suggest that the information-oriented style, contrary to the diffuse-avoidant one, has beneficial effects for both the individual and the community, while the normative style has quite beneficial effects for the individual but not for his/her community. Concluding, adolescents with different identity styles display meaningful differences in positive youth development and in rates of civic engagement.
This study explored the relationships between racial identity attitudes and ego identity statuses among 255 Black Caribbean college students in the Northeast United States. Findings indicated that racial identity attitudes were predictive of ego identity statuses. Specifically, preencounter racial identity attitudes were predictive of lower scores…
Wuetherick, Brad; Ewert-Bauer, Tereigh
The question of whether neutrality is possible in academic development invites us to explore the particular place of academic development in our institutions and how academic development is positioned in our particular national and institutional environments. This paper, which reports on a small pilot study of how Canadian academic development is…
Cannard, Christine; Lannegrand-Willems, Lyda; Safont-Mottay, Claire; Zimmermann, Grégoire
The study intended to determine motivational profiles of first-year undergraduates and aimed their characterization in terms of identity processes. First, a cluster analysis revealed five motivational profiles: combined (i.e., high quantity of motivation, low amotivation); intrinsic (i.e., high intrinsic, low introjected and external regulation, low amotivation); "demotivated" (i.e., very low quantity of motivation and amotivation); extrinsic (i.e., high extrinsic and identified regulation and low intrinsic and amotivation); and "amotivated" (i.e., low intrinsic and identified, very high amotivation). Second, using Lebart's (2000) methodology, the most characteristic identity processes were listed for each motivational cluster. Demotivated and amotivated profiles were refined in terms of adaptive and maladaptive forms of exploration. Notably, exploration in breadth and in depth were underrepresented in demotivated students compared to the total sample; commitment and ruminative exploration were under and overrepresented respectively in amotivated students. Educational and clinical implications are proposed and future research is suggested. PMID:26603909
Despite the plethora of college student identity development research, very little attention has been paid to the identity formation of international students. Rather than adopting existing identity theories in college student development, this exploratory qualitative study proposes a new psychosocial identity development model for international…
Tonso, Karen L.
How do women and men student engineers develop an engineering identity (a sense of belonging, or not), while practicing "actual" engineering? What are the influences of gender, learning and knowledge, relations of power, and conceptions of equality on cultural identity development? I studied these issues in reform-minded engineering design classes, courses organized around teaching students communications, teamwork, and practical engineering. Engineering-student cultural identity categories revealed a status hierarchy, predicated on meeting "academic" criteria for excellence, and the almost total exclusion of women. While working as an engineering colleague on five student teams (three first-year and two senior) and attending their design classes, I documented how cultural identities were made evident and constructed in students' practical engineering. Design projects promoted linking academic knowledge with real-world situations, sharing responsibilities and trusting colleagues, communicating engineering knowledge to technical and non-technical members of business communities, and addressing gaps in students' knowledge. With a curriculum analysis and survey of students' perceptions of the differences between design and conventional courses, I embedded the design classes in the wider campus and found that: (1) Engineering education conferred prestige, power, and well-paying jobs on students who performed "academic" engineering, while failing to adequately encourage "actual" engineering practices. High-status student engineers were the least likely to perform "actual" engineering in design teams. (2) Engineering education advanced an ideology that encouraged its practitioners to consider men's privilege and women's invisibility normal. By making "acting like men act" the standards to which engineering students must conform, women learned to put up with oppressive treatment. Women's accepting their own mistreatment and hiding their womanhood became a condition of
Naylor, Ronald P., Comp.; And Others
This report is the result of a self-study undertaken by the staff of the University of Miami's Otto G. Richter Library as part of the Academic Library Development Program (ALDP), a management self-study program developed by the Association of Research Libraries' Office of University Library Management Studies. The basic responsibility for the…
Mathew, K. Susan; Baby, M. D.; Pillai, S. Sreerekha
The paper aims to bring out the problems and prospects of the professional development opportunities of academic library professionals in the Universities in Kerala. The study is a part of research undertaken to survey the professional development activities and educational needs of library professionals in the major Universities of Kerala in the…
Davis, Dannielle Joy; Chaney, Cassandra; Edwards, LaWanda; Thompson-Rogers, G. Kaye; Gines, Kathryn T.
In this article we describe the experiences of Black women academics who participated in one or more of the following programs geared towards supporting the research and professional development of faculty: (a) the Sisters of the Academy's (SOTA) Research Boot Camp; (b) the National Center for Faculty Development and Diversity's Faculty Success…
Collins, Nancy Creighton
The purpose of this study was to develop, refine, and validate a conceptual model of career development to enhance the academic motivation of community college students. To achieve this end, a straw model was built from the theoretical and empirical research literature. The model was then refined and validated through three rounds of a Delphi…
Stes, Ann; Van Petegem, Peter
Background: Over the past decades, the issue of improving teaching in higher education has been seriously addressed. Centres for instructional development, aimed at enhancing teaching, have been set up in many countries. Instructional development for early career academics is perceived to be of particular importance. Given the considerable…
Rodriguez, Idaykis; Goertzen, Renee Michelle; Brewe, Eric; Kramer, Laird H.
We investigate the development of expert identities through the use of the sociocultural perspective of learning as participating in a community of practice. An ethnographic case study of biophysics graduate students focuses on the experiences the students have in their research group meetings. The analysis illustrates how the communities of practice-based identity constructs of competencies characterize student expert membership. A microanalysis of speech, sound, tones, and gestures in video data characterize students' social competencies in the physics community of practice. Results provide evidence that students at different stages of their individual projects have opportunities to develop social competencies such as mutual engagement, negotiability of the repertoire, and accountability to the enterprises as they interact with group members. The biophysics research group purposefully designed a learning trajectory including conducting research and writing it for publication in the larger community of practice as a pathway to expertise. The students of the research group learn to become socially competent as specific experts of their project topic and methodology, ensuring acceptance, agency, and membership in their community of practice. This work expands research on physics expertise beyond the cognitive realm and has implications for how to design graduate learning experiences to promote expert identity development.
Samuel, Steven; Akhtar, Salman
This paper describes the author's effort to develop a self-rating scale to measure the consolidation of identity in a given individual. It describes the construction of the 35-item Identity Consolidation Inventory (ICI) and, as an appendix to the paper, includes the final version of this questionnaire. The scale's reliability and validity are demonstrated via its administration to 238 normal controls, 80 individuals with Borderline Personality Disorder and 13 subjects with Dissociative Identity Disorder ("multiple personality"). The clinical and research usefulness of ICI lies in the realm of discerning the syndrome of identity diffusion that underlies all severe personality disorders.
Green, Carie; Kalvaitis, Darius; Worster, Anneliese
This article presents an Environmental Identity Development model, which considers the progression of young children's self-cognitions in relation to the natural world. We recontextualize four of Erikson's psychosocial stages, in order to consider children's identity development in learning in, about, and for the environment. Beginning with…
Visser-Vogel, Elsbeth; Westerink, Janneke; de Kock, Jos; Barnard, Marcel; Bakker, Cok
The aim of this article is to present a framework for studying the religious identity development of highly religious Christian and Muslim adolescents. Building on existing theories on identity development, the authors define highly religious Christian and Muslim adolescents as "orthoprax" adolescents and explore the consequences of this for…
This paper discusses the preliminary planning, design, and development of a pilot project to create an Internet accessible database and search tool for locating and distributing company data and scholarly work. Team members established four project objectives: (1) to develop a Web accessible database and decision tool that creates Web pages on the…
Harris, Herbert W., Ed.; And Others
Racial and ethnic identity must be understood as an important determinant of the creative process and social dynamics, as well as understood as individual psychology. This collection of papers examines identity issues in the following chapters: (1) "Roots and Routes: Black Identity as an Outernational Project" (Paul Gilroy); (2) "Identity as…
Birkhölzer, Marc; Goth, Kirstin; Schrobildgen, Christian; Schmeck, Klaus; Schlüter-Müller, Susanne
A paradigm shift towards early detection and intervention of personality disorders in adolescence to prevent persistent and chronic suffering is currently taking place. Aside further distinct areas of impaired psychosocial integrity, disturbed identity development is seen as one core component of personality disorders. Thus, the detection of early antecedents of impaired identity development is an important step to allow for early intervention. The self-report questionnaire Assessment of Identity Development in Adolescence (AIDA) is a reliable and valid diagnostic instrument to detect disturbed identity development. This questionnaire allows for global assessment of identity and a differentiation in fundamental subdomains as well and distinguishes between identity diffusion on one side and consolidated and stable identity on the other. In clinical practice, it supports the differentiation between severely disturbed identity as the core component of personality disorders and identity crisis or stable identity development that can be found in other mental disorders.
Birkhölzer, Marc; Goth, Kirstin; Schrobildgen, Christian; Schmeck, Klaus; Schlüter-Müller, Susanne
A paradigm shift towards early detection and intervention of personality disorders in adolescence to prevent persistent and chronic suffering is currently taking place. Aside further distinct areas of impaired psychosocial integrity, disturbed identity development is seen as one core component of personality disorders. Thus, the detection of early antecedents of impaired identity development is an important step to allow for early intervention. The self-report questionnaire Assessment of Identity Development in Adolescence (AIDA) is a reliable and valid diagnostic instrument to detect disturbed identity development. This questionnaire allows for global assessment of identity and a differentiation in fundamental subdomains as well and distinguishes between identity diffusion on one side and consolidated and stable identity on the other. In clinical practice, it supports the differentiation between severely disturbed identity as the core component of personality disorders and identity crisis or stable identity development that can be found in other mental disorders. PMID:26493481
Plough, Thomas R.
A four-year program for academic leadership development of department chairpersons is presented as a strategy for institutional renewal. The program has been used successfully with 100 chairpersons, ranging from the various technologies and sciences to the humanities and social sciences. The program is based on three assumptions. First, that the…
Guerin, Cally; Carter, Susan; Aitchison, Claire
As practices and expectations around doctoral writing continue to change, so too do the demands on academic developers and learning advisors. Social media is increasingly playing a role in doctoral education, just as it is in higher education more generally. This paper explores a blog initiated in 2012 to inform and support doctoral writing; since…
Donnelly, Whitney Bray; Roe, Christopher J.
Often, English-language development (ELD) is taught during a dedicated time of the school day. There is often a mismatch between the content of ELD and the lessons taught during core instruction provided during the remainder of the day. During core instruction, teachers use specially designed academic instruction in English strategies to ensure…
Kessinger, Peter R.
This academic development plan outlines the priorities of Honolulu Community College (HCC) for the years 1987 to 1995. After providing a history and description of the campus, the report explains the planning process, which involved campus-wide participation by representatives of faculty, staff, and advisory committees. The report then discusses…
Bundza, Maira; Vander Meer, Patricia Fravel; Perez-Stable, Maria A.
Although the library's Web site has become a standard tool for seeking information and conducting research in academic institutions, there are a variety of ways libraries approach the often challenging--and sometimes daunting--process of Web site development and maintenance. Three librarians at Western Michigan University explored issues related…
This paper questions the value of the current trend towards mandating formal teaching accreditation in higher education and argues that the "just-in-time" nature of short training programmes coupled with on-going occasional mentoring is likely to result in more productive professional development for academic teachers. Specifically, the paper…
This exploratory study linked academic and personal development within a group counseling intervention. A pre-test post-test research design compared social skills, learning behaviors, and achievement with a convenience sample and control group of students from three elementary schools. For the treatment group, grade point average in Language Arts…
Short, Deborah J.; Echevarria, Jana; Richards-Tutor, Catherine
This article describes an extended program of research in sheltered instruction and the effects on the academic literacy development of English language learners. It also highlights the challenges of scaling up an instructional intervention. The intervention was the Sheltered Instruction Observation Protocol (SIOP) Model, an approach that teaches…
Intrator, Sam M.; Siegel, Donald
Researchers and educators have long tried to find the connection between participation in sport-related activities and academic and social development among youths. This article traces the conceptual ideas that led to the design of an after-school sports program (Project Coach). This program promotes positive youth and community development…
Nas, Kazim; Temel, Veysel; Akpinar, Selahattin; Akpinar, Oznur
The aim of this study is to show whether sport has an effect on education/academic success and social, mental and physical development or not. The search involves 160 students studying at Physical Education and Sports High School at Karamanoglu Mehmetbey University. Graded quintet likert type questionnaire was used as a measuring means. The first…
Aranguren, Mari Jose; Guibert, José María; Valdaliso, Jesús M.; Wilson, James R.
There is increasing interest in the role academic institutions can play as catalysts of change within the territories in which they are located, by contributing proactively to shaping socio-economic development processes. This role for universities takes us beyond the typical focus on knowledge transfer activities or broad economic impacts. It…
Govaerts, Sophie; Gregoire, Jacques
This article describes the development and two studies on the construct validity of the Academic Emotions Scale (AES). The AES is a French self-report questionnaire assessing six emotions in the context of school learning: enjoyment, hope, pride, anxiety, shame and frustration. Its construct validity was studied through exploratory and…
Evans, Clyde H.
The traditional model for medical faculty development is inadequate in the face of shrinking government support, changes in biomedical research, changes in reimbursement systems, loss of respect for medical professions, and radical changes in the structure of the health care delivery system. Implications of changes in the health care system for…
Pasnak, Robert; Kidd, Julie K.; Gadzichowski, Marinka K.; Gallington, Deborah A.; Saracina, Robin P.
Background: Children ordinarily begin their formal education at the age when the great majority of them are capable of understanding the role of addition and subtraction in changing number. In determining critical differences they can apply the oddity principle--the first "pure" abstraction that children ever develop--understanding that when all…
Sierra, Jade Simone
This quantitative study investigated the predictive worthiness of the predictor variable indices--locus of control, self-efficacy, and gender identity--to ascertain if elevated levels of the predictors influence academic performance outcomes (individually as well as interactionally). The study theorized that students with increased levels of locus…
Singer-Freeman, Karen; Bastone, Linda; Skrivanek, Joseph
We evaluate the extent to which ePortfolios can be used to assess applied and collaborative learning and academic identity among community college students from underrepresented minority groups who participated in a summer research program. Thirty-eight students were evaluated by their research sponsor and two or three naïve faculty evaluators.…
Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele
This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…
This paper reconsiders the theoretical concept of "identity slippage" by considering a detailed exegesis of three model conversations taught to learners of Japanese as an additional language. To inform my analysis of these conversations and how they contribute to identity slippage, I have used the work of the systemic-functional linguist Jay Lemke…
Remich, Robin; Naffziger-Hirsch, Michelle E.; Gazley, J. Lynn; McGee, Richard
This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one’s own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs. PMID:27496357
Remich, Robin; Naffziger-Hirsch, Michelle E; Gazley, J Lynn; McGee, Richard
This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one's own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs.
Remich, Robin; Naffziger-Hirsch, Michelle E; Gazley, J Lynn; McGee, Richard
This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one's own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs. PMID:27496357
The conflicts individuals with ambiguous sexual characteristics suffer from are not the result of genetic features but of the rigid and dichotomous gender order, which is currently undergoing a renaissance. This also applies to individuals with an uncertain gender identity. In the best interests of the child a concept of gender seems necessary, that goes beyond a binary separation and allows gender-specific intermediary stages in the personal development of identity. Such a gender concept can be developed following psychoanalytic theories. The present discourse contains a scale of connecting factors for a differentiated and less normative conceptualization of gender development. Starting from Freud's concept of constitutional bisexuality, Robert Stoller's theory, which has been firmly rooted in the mainstream of psychoanalysis for more than 40 years, will be critically reviewed. By involving Reimut Reiche's and Jean Laplanche's arguments, a continuative psychological gender theory will be drafted, which does not normatively and reductively claim the demarcation of gender, but rather opens up a space for gender diversity. PMID:25296507
The conflicts individuals with ambiguous sexual characteristics suffer from are not the result of genetic features but of the rigid and dichotomous gender order, which is currently undergoing a renaissance. This also applies to individuals with an uncertain gender identity. In the best interests of the child a concept of gender seems necessary, that goes beyond a binary separation and allows gender-specific intermediary stages in the personal development of identity. Such a gender concept can be developed following psychoanalytic theories. The present discourse contains a scale of connecting factors for a differentiated and less normative conceptualization of gender development. Starting from Freud's concept of constitutional bisexuality, Robert Stoller's theory, which has been firmly rooted in the mainstream of psychoanalysis for more than 40 years, will be critically reviewed. By involving Reimut Reiche's and Jean Laplanche's arguments, a continuative psychological gender theory will be drafted, which does not normatively and reductively claim the demarcation of gender, but rather opens up a space for gender diversity.
Thomas, Sharon; Cordiner, Moira
Little has been written about academic developers (ADs) working in teams leading other ADs. This paper chronicles the experience of a group of ADs in one Australian university working on a curriculum realignment exercise. Unexpectedly the dominant theme in participants' reflections was group dynamics, not the process. We were confronted by…
Voss, Heather C; Mathews, Launa Rae; Fossen, Traci; Scott, Ginger; Schaefer, Michele
Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership.
Voss, Heather C; Mathews, Launa Rae; Fossen, Traci; Scott, Ginger; Schaefer, Michele
Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership. PMID:26428344
Schwartz, Seth J; Mason, Craig A; Pantin, Hilda; Szapocznik, José
The present study was designed to investigate trajectories of identity development and their relationship to family functioning in a sample of Hispanic adolescents and their primary caregivers. Two hundred fifty adolescents completed measures of identity coherence and confusion and of family functioning, and parents completed measures of family functioning. Significant variability over time and across individuals emerged in identity confusion, but not in identity coherence. As a result, the present analyses focused on identity confusion. Changes in adolescent-reported, but not parent-reported, family functioning were significantly related to changes in identity confusion. Follow-up analyses suggested that family functioning primarily influences identity confusion in early adolescence, but that identity confusion begins to exert a reciprocal effect in middle adolescence. Exploratory latent growth mixture modeling (LGMM) analyses produced three classes of adolescents based on their baseline values and change trajectories in identity confusion. The potential for family-strengthening interventions to affect identity development is discussed.
Mann, Mali A
This paper describes the concept of identity formation, examining the historical development of identity, particularly ethnic identity. The author distinguishes the normative developmental achievement of self and group identity with pathological identity diffusion due to an earlier attachment disorder. The clinical case of a young male's experience of his Persian family's immigration to a new host country details the challenges encountered in ethnic identity formation and its interference in consolidating this ongoing process. The complicated task of self identity formation during this phase of development in the face of parental unresolved and ambivalent attitudes toward their own sense of threatened self and group identity diffusion is discussed. Parental intrapsychic conflict combined with environmental conflict such as racism, prejudice, and more recent paranoia toward Middle Eastern immigrant families interferes further with the normal identity formation process. The paper elaborates the compromised bicultural identity of a youngster who struggles through his developmental life phases.
Beals, Laura M
Virtual worlds are online graphical environments that are becoming an increasingly large part of the online experience of young people. Virtual worlds have the potential to become one additional environment, like school, home, and the playground, where youth can learn, play, and grow. The physical world is becoming interconnected with virtual worlds, and it is important for researchers to understand how this will affect children's development. Virtual worlds technologies provide a unique opportunity to allow youth to explore many types of content creation, including customizable avatars, media galleries, and virtual representations of personal spaces. This ability for youth to create content can be an important means by which to support and encourage adolescent identity development.
Fullilove, Mindy Thompson; Reynolds, Tyrone
The role of skin color in the development of identity has been studied by a variety of paradigms. This paper applies the biopsychosocial model to this problem, with the hope that systems hierarchies offer a way to understand how many variables have an impact on a single point. This model postulates that complex social interactions are the life setting for the individual whose development also reflects biological endowment, including the contributions of heredity and nurturance. The final personal integration of an adult understanding of skin color requires an active assertion by the individual. This model is explored through the writings of Jessie Fauset, a leading participant in the literary movement known as the Harlem Renaissance. PMID:6748102
Fullilove, M T; Reynolds, T
The role of skin color in the development of identity has been studied by a variety of paradigms. This paper applies the biopsychosocial model to this problem, with the hope that systems hierarchies offer a way to understand how many variables have an impact on a single point. This model postulates that complex social interactions are the life setting for the individual whose development also reflects biological endowment, including the contributions of heredity and nurturance. The final personal integration of an adult understanding of skin color requires an active assertion by the individual. This model is explored through the writings of Jessie Fauset, a leading participant in the literary movement known as the Harlem Renaissance.
Beck, John; Young, Michael F. D.
This paper draws upon a range of ideas and concepts developed by the British sociologist Basil Bernstein to examine recent challenges and changes encountered by members of professional occupations, including those who teach and research in higher education. The paper discusses and seeks to develop Bernstein's analysis of how particular…
Wijeyesinghe, Charmaine L., Ed.; Jackson, Bailey W., III, Ed.
This book presents a collection of essays on racial identity development in a variety of racial populations, focusing on the application of racial identity development theories and their expansion beyond their original borders. The 10 chapters are (1) "Black Identity Development: Further Analysis and Elaboration" (Bailey W. Jackson III); (2)…
Petrova, Petia; Hadjianastasis, Marios
The increasing disparity between the research and teaching aspects of academic careers has been an area of concern in different national contexts over a number of decades. Anyone working with educational enhancement will have encountered the binary choice between research development and educational enhancement that academics are forced to make,…
Resolving conflicting linguistic traditions and struggling with new identities are significant challenges for immigrants to the United States. This case study introduces an immigrant mother from Mexico who renamed her youngest son on his first day of first grade to avoid the widespread stereotypes and academic stagnation experienced by her two…
Charles, Laurie L.
In this article, I describe my experiences 72 hours after I was told I had a life-threatening medical condition. My experience as an autoethnographer and my interest in embodied knowing put a unique spin on the narrative that developed in those three days. What I present here is an autoethnographic story of my experience, which culminated in a…
Mather, Carey; Cummings, Elizabeth; Nichols, Linda
The growth of social media use has led to tension affecting the perception of professionalism of nurses in healthcare environments. The aim of this cross-sectional study was to explore first and final year undergraduate student use of social media to understand how it was utilised by them during their course. Descriptive statistical analysis was undertaken to compare differences between first and final year student use. No difference indicated there was a lack of development in the use of social media, particularly concerning in relation to expanding their professional networks. There is a need for the curriculum to include opportunities to teach student nurses methods to ensure the appropriate and safe use of social media. Overt teaching and modelling of desired behaviour to guide and support the use of social media to positively promote professional identity formation, which is essential for work-readiness at graduation, is necessary. PMID:27332219
Copeman, Peter; Keightley, Polly
In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…
Hair, Nicole L.; Hanson, Jamie L.; Wolfe, Barbara L.; Pollak, Seth D.
IMPORTANCE Children living in poverty generally perform poorly in school, with markedly lower standardized test scores and lower educational attainment. The longer children live in poverty, the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-reduced occupational attainment. OBJECTIVE To determine whether atypical patterns of structural brain development mediate the relationship between household poverty and impaired academic performance. DESIGN, SETTING, AND PARTICIPANTS Longitudinal cohort study analyzing 823 magnetic resonance imaging scans of 389 typically developing children and adolescents aged 4 to 22 years from the National Institutes of Health Magnetic Resonance Imaging Study of Normal Brain Development with complete sociodemographic and neuroimaging data. Data collection began in November 2001 and ended in August 2007. Participants were screened for a variety of factors suspected to adversely affect brain development, recruited at 6 data collection sites across the United States, assessed at baseline, and followed up at 24-month intervals for a total of 3 periods. Each study center used community-based sampling to reflect regional and overall US demographics of income, race, and ethnicity based on the US Department of Housing and Urban Development definitions of area income. One-quarter of sample households reported the total family income below 200% of the federal poverty level. Repeated observations were available for 301 participants. EXPOSURE Household poverty measured by family income and adjusted for family size as a percentage of the federal poverty level. MAIN OUTCOMES AND MEASURES Children’s scores on cognitive and academic achievement assessments and brain tissue, including gray matter of the total brain, frontal lobe, temporal lobe, and hippocampus. RESULTS Poverty is tied to structural differences in several areas of the brain associated with school readiness skills, with the largest influence
O'Keefe, D D; Thomas, J B
The developing wing disc of Drosophila is divided into distinct lineage-restricted compartments along both the anterior/posterior (A/P) and dorsal/ventral (D/V) axes. At compartment boundaries, morphogenic signals pattern the disc epithelium and direct appropriate outgrowth and differentiation of adult wing structures. The mechanisms by which affinity boundaries are established and maintained, however, are not completely understood. Compartment-specific adhesive differences and inter-compartment signaling have both been implicated in this process. The selector gene apterous (ap) is expressed in dorsal cells of the wing disc and is essential for D/V compartmentalization, wing margin formation, wing outgrowth and dorsal-specific wing structures. To better understand the mechanisms of Ap function and compartment formation, we have rescued aspects of the ap mutant phenotype with genes known to be downstream of Ap. We show that Fringe (Fng), a secreted protein involved in modulation of Notch signaling, is sufficient to rescue D/V compartmentalization, margin formation and wing outgrowth when appropriately expressed in an ap mutant background. When Fng and alphaPS1, a dorsally expressed integrin subunit, are co-expressed, a nearly normal-looking wing is generated. However, these wings are entirely of ventral identity. Our results demonstrate that a number of wing development features, including D/V compartmentalization and wing vein formation, can occur independently of dorsal identity and that inter-compartmental signaling, refined by Fng, plays the crucial role in maintaining the D/V affinity boundary. In addition, it is clear that key functions of the ap selector gene are mediated by only a small number of downstream effectors.
Luehmann, April Lynn
Many attempt to address the documented achievement gap between urban and suburban students by offering special programs to enrich urban students' academic experiences and proficiencies. Such was the case in the study described by DeGennaro and Brown in which urban students participated in an after-school technology course intended to address the "digital divide" by giving these youth supported experiences as technology users. However, also like the initial situation described in this study, instructional design that does not capitalize on what we know about urban education or informal learning contexts can actually further damage urban youths' identities as learners by positioning them as powerless and passive recipients instead of meaningful contributors to their own learning. The analysis presented in this forum is intended to further the conversation begun by DeGennaro and Brown by explicitly complexifying our consideration of context (activity structures and setting) so as to support the development of contexts that afford rich learning potential for both the urban students and their learning facilitators, positioned in the role of teachers. Carefully constructed contexts can afford participants as learners (urban students and teachers) opportunities to access rich identity resources (not typically available in traditional school contexts) including, but not limited to, the opportunity to exercise agency that allows participants to reorganize their learning context and enacted culture as needed.
Nguyen, Huong; Cohen, Edward; Hines, Alice
In this paper, using data from the first nationally representative, cross-sectional survey of more than 7000 Vietnamese adolescents, we explore how peers, compared to family, matter to Vietnamese adolescents' development of their independent identity as an adult. We use future hopes and aspirations as proxies for identity development, arguing that…
Pasupathi, Monisha; Hoyt, Timothy
Research on narrative identity in late adolescence and early adulthood has not extensively examined how conversational storytelling affects the development of narrative identity. This is a major gap, given the importance of this age period for narrative identity development and the clear importance of parent-child conversations in the development…
This article explores the notion of leadership identity construction as it happens through a leadership development programme. Influenced by a conception that leadership development is essentially about facilitating an identity transition, it uses an intersectional approach to explore school leaders' identity construction as it was shaped and…
Linvill, Darren L.
This study explored the relationship between identity development, as gauged by Marcia's identity development construct, and student perception of instructor political bias. Regression analysis was employed to compare participant responses on the Ego Identity Process Questionnaire, a measure of Marcia's construct, with the Political Bias in the…
Taylor, Lynn K.
Academic development is emerging as a complex and challenging leadership role. Academic developers in Australia were interviewed to determine how they: (1) conceptualized leadership; (2) saw themselves in leadership roles; and (3) effected leadership and change through academic development work. The results revealed that, in an academic…
Yonezawa, Akiyoshi; Horta, Hugo; Osawa, Aki
The academic profession contributes to shaping the capacity and identity of higher education systems. In East and Southeast Asia, there is a need for further discussion on the regional identity characteristics of the academic profession to account for its multiple origins and national and international dimensions. Data from two large-scale…
Brockmann, Michaela; Laurie, Ian
Successive governments have pledged to enhance the quality of apprenticeship in Britain so as to achieve "parity of esteem" with academic study. Yet, at the same time, the discourse of the academic-vocational divide has dominated the academic, policy-maker and practitioner debates. This paper draws on two recent studies designed to…
Identity refers to all the characteristics that "specify who we are and also how we see other people" and is formed with the accumulation of our own experiences and those from social life with regard to certain roles like professional, political or parental roles. Some of the characteristics of identity that determine and describe…
Tracey, Monica W.; Hutchinson, Alisa; Grzebyk, Tamme Quinn
As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of…
Steele, Helen Diamond
The purpose of this study was to identify the factors that influence mixed race college students' choice of racial identity. This study also explored whether or not there are any differences among each of the racial identity groups' perceptions of institutional support for mixed race college students. The theoretical framework of this…
Enright, Robert D.; And Others
A model of identity formation, based on the cognitive developmental stages of social perspective-taking, was tested to determine if identity is achievable through cognitive strategies of considering the self in relation to friends, family, peers, and society. Two separate studies, one involving college students (N=28) and one involving high school…
Dollarhide, Colette T.; Gibson, Donna M.; Moss, Julie M.
The authors used grounded theory to explore professional identity transitions for 23 counselor education doctoral students in a cross-section sample based on nodal points in their programs. The transformational tasks that doctoral students face involve integration of multiple identities, evolution of confidence and legitimacy, and acceptance of…
Wadell, Elizabeth; Frei, Kathryn; Martin, Sherri
Sexual identity is a topic that is relevant to adult ESL instruction, not only because some learners identify as LGBT (lesbian, gay, bisexual, or transgender), but also because LGBT identities are a visible part of American culture and ESL learners must learn how to discuss them in culturally and pragmatically appropriate ways. This article shares…
Nguyen, Huong; Cohen, Edward; Hines, Alice
In this paper, using data from the first nationally representative, cross-sectional survey of more than 7000 Vietnamese adolescents, we explore how peers, compared to family, matter to Vietnamese adolescents' development of their independent identity as an adult. We use future hopes and aspirations as proxies for identity development, arguing that an individual's development of future hopes and aspirations is a correlate to the emergence of an independent identity. Our analyses show that peers have a positive and consistent influence on adolescents' hopes to have a happy family, good job, good income, and opportunities to do what they want. Regarding career and economic aspirations, the importance of peer relationships appears to have dropped away. It may be that when youth consider their realistic economic alternatives, the role of peers that was important for identity development in adolescence gives way to pragmatism about the attainment of a career identity.
Matthews, Kelly E.; Crampton, Andrea; Hill, Matthew; Johnson, Elizabeth D.; Sharma, Manjula D.; Varsavsky, Cristina
Social network perspectives acknowledge the influence of disciplinary cultures on academics' teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national…
Altbach, Philip G., Ed.
Contributions to this collection shed light on the dramatic changes in the academic profession in developing and middle-income countries. The chapters are: (1) "Centers and Peripheries in the Academic Profession: The Special Challenges of Developing Countries" (Philip G. Altbach); (2) "Big City Love: The Academic Workplace in Mexico" (Manuel…
Vorster, Jo-Anne; Quinn, Lynn
In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly…
Torres, Vasti; Jones, Susan R.; Renn, Kristen A.
This article focuses on understanding how identity development is conceptualized in student affairs. The need to understand the person, context, and interactions between the two advances identity theories as relevant to student affairs practice. The more practitioners understand how students make meaning of their identities, the better they are…
Cobb, Paul; Gresalfi, Melissa; Hodge, Lynn Liao
Our primary purpose in this article is to propose an interpretive scheme for analyzing the identities that students develop in mathematics classrooms that can inform instructional design and teaching. We first introduce the key constructs of normative identity and personal identity, and then illustrate how they can be used to conduct empirical…
This study explores the impact of practica in multigrade schools in rural areas in Turkey on the development of preservice teachers' identities, drawing in particular on Gee's four perspectives regarding viewing identity. Interpretation of the identity categories was based on the content of students' reflective narratives written…
Bagozzi, Richard P; Bergami, Massimo; Marzocchi, Gian Luca; Morandin, Gabriele
We develop a theory of personal, relational, and collective identities that links organizations and consumers. Four targets of identity are studied: small friendship groups of aficionados of Ducati motorcycles, virtual communities centered on Ducatis, the Ducati brand, and Ducati the company. The interplay amongst the identities is shown to order affective, cognitive, and evaluative reactions toward each target. Hypotheses are tested on a sample of 210 Ducati aficionados, and implications of these multiple, extended identities for organizations are examined.
Jorgensen, Maribeth F.
A qualitative, grounded theory framework was utilized to examine the concept and development of research identity (RI) in master's-level counseling students and master's-level practicing counselors. The data sources of individual interviews, a focus group, and a document analysis supported the emergence of 10 primary themes. A total of…
For non-native English writers, second language (L2) advanced academic literacy encompasses knowledge of the rhetorical, linguistic, social and cultural features of academic discourse as well as knowledge of English as used by their academic disciplines. Literacy is acquired through a socialization process embedded in social practice, patterned by…
Using social realist theory and critical discourse analysis, this article examines a number of discourses which construct academic staff attitudes to teaching and learning in their disciplines. It seeks to explain academics' resistance to engaging in activities aimed at professionalising academic practice. The research described in the article…
Prevatt, Frances; Li, Huijun; Welles, Theresa; Festa-Dreher, Desaree; Yelland, Sherry; Lee, Jiyoon
The Academic Success Inventory for College Students (ASICS) is a newly-developed, self-report instrument designed to evaluate academic success in college students. The 50-item instrument has 10 factors that measure general academic skills, career decidedness, internal and external motivation, anxiety, concentration, socializing, personal…
May, Robyn; Strachan, Glenda; Peetz, David
Most undergraduate teaching in Australia's universities is now performed by hourly paid staff, and these casual academics form the majority of the academic teaching workforce in our universities. This recent development has significant implications for the careers and working lives of those staff, for other academic staff, and for students,…
McPherson, Megan; Budge, Kylie; Lemon, Narelle
Using social media platforms to build informal learning processes and social networks is significant in academic development practices within higher education. We present three vignettes illustrating academic practices occurring on Twitter to show that using social media is beneficial for building networks of academics, locally and globally,…
Gbadamosi, Belau Olatunde
The paper examines the level of library automation and virtual library development in four academic libraries. A validated questionnaire was used to capture the responses from academic librarians of the libraries under study. The paper discovers that none of the four academic libraries is fully automated. The libraries make use of librarians with…
Academic corruption in China's higher education institutions has become a serious issue in the last decade. This paper provides a critical discussion of the Chinese Ministry of Education's policy developments aimed to strengthen academic ethics and control academic corruption. It suggests that while the reactions of policy-makers to the apparent…
Mikluscak, George Steven, Jr.
The qualitative study explored the training and development provided to Community College academic advisors who are members of the National Academic Advising Association (NACADA). The purpose was to investigate the factors academic advisors believe are crucial for the support of their roles as advisors. Professional, faculty, and self-identified…
A study examined academic literacy in high-risk South African students entering postsecondary education, and the relationship of academic literacy to instructional development. Data were gathered in discussions with academic staff at South African universities and technikons and at the University of Saskatchewan. The report begins with background…
Pasque, Penny A.; Murphy, Rena
Findings from this study show that living-learning (LL) programs at a research institution in the Midwest have a series of positive outcomes for both academic achievement and intellectual engagement. Controlling for past academic achievement, socioeconomic status, and demographic characteristics, LL programs are predictors, albeit small…
Boyd, Pete; Smith, Caroline
Internationally, the increasing emphasis in universities on the quality of teaching, on student employability and on a corporate approach to entrepreneurial income generation has created a tension around the primacy afforded to published research outputs as a focus for academic work and status. In this study, a framework for academic socialisation…
This paper focuses on the educational experiences of African-Canadian youth in Canada. Traditionally, the tendency is to emphasize the poor academic performance of black students or issues and problems related to reasons for academic failure or to stereotype them as "loud, lazy, muscular, criminal, athletic, dumb, deprived, dangerous, deviant, and…
Gonzalez, Laura M.; Eades, Mark P.; Supple, Andrew J.
It has been projected that 33% of all school children will be from immigrant households by the year 2040 (Suarez-Orozco et al., 2010). For school personnel (e.g., administrators, counselors, teachers) working with immigrant youth and adolescents, understanding ethnic identity development is an essential cultural competency. In this essay, the…
Micronutrient malnutrition affects approximately 2 billion people and has a significant impact on mortality, morbidity, reproductive health, individual growth and development, and economic productivity. The World Bank has suggested that micronutrient interventions are among the most cost-effective of all health interventions. Therefore, greatly increased collaborative efforts are needed to bring about further reductions in micronutrient malnutrition. At the FAO/WHO International Conference on Nutrition, the importance of various partners in improving nutrition was recognized in the World Declaration on Nutrition and adopted unanimously by 159 governments: "Governments, academic institutions and industry should support the development of fundamental and applied research directed towards improving the scientific and technological knowledge base" for addressing malnutrition, including micronutrient malnutrition. Food-based strategies, including fortification, provide a good example.
Chiang, Wen-Wei; Liu, Chia-Ju
Contemporary research into science education has generally been conducted from the perspective of 'conceptual change' in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations.
Mahfood, Denise Marcia
The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American and Latina/o students as they learn science in middle school, high school, and in college and (2) to reveal through personal narratives how successful entry and persistence in science by this particular group is linked to the development of their science identities. The targeted population for this study is undergraduate students of color in science fields at a college or university. The theoretical frameworks for this study are constructivist theory, motivation theory, critical theory, and identity theories. The methodological approach is narrative which includes students' science learning experiences throughout the course of their academic lives. I use The Science Motivation Questionnaire II to obtain baseline data to quantitatively assess for motivation to learn science. Data from semi-structured interviews from selected participants were collected, coded, and configured into a story, and emergent themes reveal the important role of science learning in both informal and formal settings, but especially in informal settings that contribute to better understandings of science and the development of science identities for these undergraduate students of color. The findings have implications for science teaching in schools and teacher professional development in science learning.
Bosma, Harke A.; Kunnen, E. Saskia
Reviews literature on ego identity development. Presents a model of identity development as an iterative process of person-context transactions. Maintains that one's developmental trajectory is determined by the way conflicts arising through transactions are solved. Suggests that optimal development requires balance between assimilation and…
Gabdrakhmanova, Rashida G.; Khodyreva, Elena A.; Tornyova, Biyan?a L.
The objective of the article is to determine the importance of students' identity development and self-development in the course of vocational training and identification of opportunities that the educational environment of a university for humanities may provide to develop the identity of subjects of vocational training. The leading methods of…
Booth, Shirley; Anderberg, Elsie
In this paper, we look backwards to educational development principles and practices as implemented in the 1990s at Chalmers University of Technology, Sweden, and forward to ideal principles and practices for the design of courses for teachers in higher education. The bridge between the two lies partly in an evaluation study, which we will…
Alvermann, Donna E.; Marshall, James D.; McLean, Cheryl A.; Huddleston, Andrew P.; Joaquin, Jairus; Bishop, John
Five qualitative multiple-case studies document adolescents' uses of Web-based resources and digital literacy skills to construct their online identities. Working from a perspective that integrates new literacies with multimodality, the researchers enlisted the help of five high school students who kept daily logs of the websites they visited for…
McLean, Kate C.
Personally important autobiographical memories are the smallest unit of the life story, which begins to emerge in adolescence. This study examined 2 features of self-defining memories in late adolescence, the meaning made of the memories to garner an understanding of the narrative construction of identity as a life story and how those memories…
Holley, Karri A.
Higher education is challenged to produce innovative, collaborative and interdisciplinary knowledge in response to increasing social demands. Faculty are often ill-prepared to engage in such work, raising questions as to the balance between disciplinary identity and interdisciplinary engagement. This article examines the experiences of 40 students…
Hall, Leigh A.
The purpose of this year-long project was to examine an instructional framework intended to help middle school teachers create instruction that responds to students' reading identities while also helping students learn the skills they need to be successful readers. The project used a formative design approach in order to achieve 3 pedagogical…
Research on professional identity places various emphasis on the influence of internal or external components (Beijaard, Meijer and Verloop 2004; McGillivray 2008; Osgood 2010), which can create tension between the normative and subjective view of what it means to be a particular type of professional. This small scale research sought to uncover…
While the number of students earning bachelor's degrees in physics has increased in recent years, this number has only recently surpassed the peak value of the 1960s. Additionally, the percentage of women earning bachelor's degrees in physics has stagnated for the past 10 years and may even be declining. We use a physics identity framework consisting of three dimensions to understand how students make their initial career decisions at the end of high school and the beginning of college. The three dimensions consist of recognition (perception that teachers, parents, and peers see the student as a ``physics person''), interest (desire to learn more about physics), and performance/competence (perception of abilities to complete physics related tasks and to understand physics). Using data from the Sustainability and Gender in Engineering survey administered to a nationally representative sample of college students, we built a regression model to determine which identity dimensions have the largest effect on physics career choice and a structural equation model to understand how the identity dimensions are related. Additionally, we used regression models to identify teaching strategies that predict each identity dimension.
Variations of sexual identity development are present in all cultures, as well as in many animal species. Freud - founding father of psychoanalysis - believed that all men have an inherited, bisexual disposition, and that many varieties of love and desire are experienced as alternative pathways to intimacy. In the neuropsychoanalytic model, psychic development starts with the constitutional self. The constitutional self is comprised of the neurobiological factors which contribute to sexual identity development. These neurobiological factors are focused on biphasic sexual organization in the prenatal phase, based on variations in genes, sex hormones, and brain circuits. This psychosocial construction of sexual identity is determined through contingent mirroring by the parents and peers of the constitutional self. The development of the self-or personal identity-is linked with the development of sexual identity, gender-role identity, and procreative identity. Incongruent mirroring of the constitutional self causes alienation in the development of the self. Such alienation can be treated within the psychoanalytic relationship. This article presents a contemporary, neuropsychoanalytic, developmental theory of male-sexual identity relating to varieties in male-sexual-identity development, with implications for psychoanalytic treatment, and is illustrated with three vignettes from clinical practice.
Variations of sexual identity development are present in all cultures, as well as in many animal species. Freud - founding father of psychoanalysis - believed that all men have an inherited, bisexual disposition, and that many varieties of love and desire are experienced as alternative pathways to intimacy. In the neuropsychoanalytic model, psychic development starts with the constitutional self. The constitutional self is comprised of the neurobiological factors which contribute to sexual identity development. These neurobiological factors are focused on biphasic sexual organization in the prenatal phase, based on variations in genes, sex hormones, and brain circuits. This psychosocial construction of sexual identity is determined through contingent mirroring by the parents and peers of the constitutional self. The development of the self-or personal identity-is linked with the development of sexual identity, gender-role identity, and procreative identity. Incongruent mirroring of the constitutional self causes alienation in the development of the self. Such alienation can be treated within the psychoanalytic relationship. This article presents a contemporary, neuropsychoanalytic, developmental theory of male-sexual identity relating to varieties in male-sexual-identity development, with implications for psychoanalytic treatment, and is illustrated with three vignettes from clinical practice. PMID:25566168
This paper argues that all students, whatever their linguistic identities, can benefit from an explicit and structured introduction to academic writing. It argues that this tuition should no longer be seen as support, and therefore marginalised, but as a transformative process of acculturation that needs to be located in the mainstream of the…
Reiner, William G; Reiner, D Townsend
Disorders of sex development (DSD), like gender dysphoria, are conditions with major effects on child sexuality and identity, as well as sexual orientation. Each may in some cases lead to change of gender from that assigned neonatally. These similarities-and the conditions' differences-provide a context for reviewing the articles in this issue about clinical approaches to children with gender dysphoria, in relation to assessment, intervention, and ethics.
Jamil, Omar B.; Harper, Gary W.; Fernandez, M. Isabel
Identity development is a critical task of adolescence and occurs across multiple areas of self identification. Though research on the identity development process among individuals who are ethnic and sexual minorities has been conducted for individuals who have one minority status or the other, few studies have examined these processes in persons who are both ethnic and sexual minorities. This qualitative study examined the dual identity development processes related to ethnic and sexual identity among gay/bisexual/questioning (GBQ) Latino and African American male adolescents. Results indicated that the processes associated with the development of sexual orientation and ethnic identity occur concurrently. However, the actual processes involved with the development of each identity not only differed, but seemed to be independent of each other since neither process was referenced in the development of the other. Overall, the process of ethnic identity development involved the process of becoming aware of one’s ethnic and cultural heritage, while sexual identity development involved finding one’s own personally relevant sexual orientation label and connecting to that community. The implications of these findings for the development of interventions to assist in the healthy development of GBQ adolescents are discussed. PMID:19594249
This report discusses the Student Academic Services (SAS) project at Eastern New Mexico University. It looks at how student development efforts have been augmented at the university. SAS is based on student development philosophy, fundamental to which is an understanding that the human individual functions as a unit, and his/her diverse features…
Khalili, Hossein; Orchard, Carole; Laschinger, Heather K Spence; Farah, Randa
Although health professional educational programs have been successful in equipping graduates with skills, knowledge and professionalism, the emphasis on specialization and profession-specific education has enhanced the development of a uniprofessional identity, which has been found to be a major barrier to interprofessional collaborative person-centred practice (IPCPCP). Changes within healthcare professional education programs are necessary to enable a shift in direction toward interprofessional socialization (IPS) to promote IPCPCP. Currently, there is a paucity of conceptual frameworks to guide IPS. In this article, we present a framework designed to help illuminate an IPS process, which may inform efforts by educators and curriculum developers to facilitate the development of health professions students' dual identity, that is, an interprofessional identity in addition to their existing professional identity, as a first step toward IPCPCP. This framework integrates concepts derived from social identity theory and intergroup contact theory into a dual identity model of IPS.
Hall, Judith G
Physicians are living longer and are healthier than in previous times. The opportunity to use their experience, expertise, and wisdom after what would be "normal" retirement age needs to be explored. The object of this study was to survey senior academic pediatricians and pediatric department chairs to define the present status of pediatricians who are in academic settings and are older than 65 y, to explore the options that are open to pediatricians who are older than 65 y for continuing to use their skills, and to increase the awareness of the unused potential that exists among senior pediatricians. Structured questionnaires were sent to the 1444 members of the American Pediatric Society (APS) and to the 148 pediatric department chairs of the medical schools in the United States and Canada to identify current practices concerning retirement and utilization of senior pediatricians. Thirty-five percent of APS members and 40% of chairs of pediatrics responded. The responding APS members were interested in exploring avenues to continue to use the skills that they had developed. The responding pediatric chairs reported that they were constrained from supporting their senior faculty members by institutional pressures for space, salary monies, and the need to recruit new faculty members. However, they recognized the value of senior pediatricians. The skills and expertise of senior pediatricians (and probably other physicians) are often not used after the usual age of "retirement." New programs and pathways need to be developed not only to use the resource of these skills but also to enhance the health and sense of satisfaction of senior pediatricians.
Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele
This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…
Nasir, Na'ilah Suad; McLaughlin, Milbrey W.; Jones, Amina
In this article, the authors explore variation in the meanings of racial identity for African American students in a predominantly African American urban high school. They view racial identity as both related to membership in a racial group and as fluid and reconstructed in the local school setting. They draw on both survey data and observational…
Jackson, Margot I
For the 22% of American children who live below the federal poverty line, and the additional 23% who live below twice that level, nutritional policy is part of the safety net against hunger and its negative effects on children's development. The Special Supplemental Nutrition Program for Women, Infants and Children (WIC) provides steadily available food from the food groups essential for physical and cognitive development. The effects of WIC on dietary quality among participating women and children are strong and positive. Furthermore, there is a strong influence of nutrition on cognitive development and socioeconomic inequality. Yet, research on the non-health effects of U.S. child nutritional policy is scarce, despite the ultimate goal of health policies directed at children-to enable productive functioning across multiple social institutions over the life course. Using two nationally representative, longitudinal surveys of children-the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) and the Child Development Supplement (CDS) of the Panel Study of Income Dynamics-I examine how prenatal and early childhood exposure to WIC is associated in the short-term with cognitive development, and in the longer-term with reading and math learning. Results show that early WIC participation is associated with both cognitive and academic benefits. These findings suggest that WIC meaningfully contributes to children's educational prospects.
Roberts, Carly A.
This study employs the theory of identity development and figured worlds to investigate how historical and current education context, preservice and inservice teacher preparation, and school and classroom context influence the development of the literacy teaching identity of teachers of adolescents with significant cognitive disabilities. A…
Gordon, Cynthia; Luke, Melissa
This article examines email exchanges between eight Master's-level school counseling student interns and their internship supervisor to investigate how politeness strategies contribute to professional identity development in supervisory discourse. Our analysis demonstrates how identity development occurs via collaborative facework accomplished…
Carrington, Lisa; Kervin, Lisa; Ferry, Brian
The development of a professional identity plays an important part in pre-service teacher education. However, very little is explicitly taught about how one can develop a teacher professional identity via pre-service teacher education (Allen, 2005:1). Rather, as a pre service teacher progresses through their degree, they are expected to develop…
McFarland, William P.; McMahon, Timothy R.
The male archetypes of king, lover, magician, and warrior provide important and timeless insights into mature masculine qualities. Homosexual identity development models describe tasks that confront gay men as they move through the identity development process. Proposes that by understanding the metaphor of male archetypes, gay men will discover…
Houghton, Stephanie Ann
This article reports on an action research case study conducted at a university in Japan, which explored how student identity-development can be made visible in potentially assessable ways through materials design in intercultural communicative competence (ICC)-oriented foreign language education. It suggests that identity-development can be…
Based on a year-long study and in-depth interviews with Latino high school students, this book focuses on why some develop a school kid identity that enables them to succeed in school, while others develop a street kid" identity and drop out. Interviews were conducted with approximately 10 stayers, 10 leavers, and 10 returners. The book describes…
Gibson, Donna M.; Dollarhide, Colette T.; Moss, Julie M.
Professional identity development is an important professional issue. Examining the lived experiences of counselors-in-training (CITs), the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development. Tasks include finding a personal definition of counseling, internalizing…
Akos, Patrick; Ellis, Cyrus Marcellus
In middle school, counselors should promote optimal development as students navigate the formative stage of puberty. A search for identity is an important developmental task in early adolescence, but school counselors often neglect racial identity development. Through an actual case of an 8th-grade student, both individual and systemic strategies…
Highlen, Pamela S.; And Others
The Self-Identity Development Model of Oppressed People (SIDMOP) is a synthesis of several areas of psychology, including developmental, cross cultural, and spiritual literatures. SIDMOP provides an all-inclusive model of identity development for oppressed minorities in the United States, regardless of ethnicity. The model was formulated from the…
Encouraging pupils to develop a sense of European identity is one of the implicit aims of the "European Schools". This paper reports on a small case study that was carried out in 2004 that investigated how the European School at Culham attempts to develop in its pupils a sense of European identity. In particular, the study looked at the secondary…
Scholl, Mark B.; Smith-Adcock, Sondra
The authors briefly introduce the concepts, techniques, and theory of identity development associated with J. L. Moreno's (1946, 1969, 1993) Psychodrama. Based upon Loganbill, Hardy, and Delworth's (1982) model, counselor identity development is conceptualized as consisting of seven developmental themes or vectors (e.g., issues of awareness and…
La Guardia, Jennifer G.
According to traditional theories of identity development, exploration of one's potentials and commitment to a coherent set of values, goals, and behaviors are important to healthy identity development. In this article, I examine how the Self-determination Theory framework provides an understanding of motivational processes that influence these…
Limberg, Dodie; Bell, Hope; Super, John T.; Jacobson, Lamerial; Fox, Jesse; DePue, M. Kristina; Christmas, Chris; Young, Mark E.; Lambie, Glenn W.
The professional identity of a counselor educator develops primarily during the individual's doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups…
Bertram-Troost, Gerdien D.; de Roos, Simone; Miedema, Siebren
The question, how religious affiliated schools for secondary education shape religious education and what effects this education has on the religious identity development of pupils, is relevant in a time when the position of religious affiliated schools is highly disputable. In earlier empirical research on religious identity development of…
American identity is a little understood aspect of youth development, and one that is important to youth civic development and engagement. This article introduces the problem of American identity as a multidisciplinary issue, provides a historical analysis of the philosophical foundation of the nation, and integrates the different disciplinary…
Han, Heejeong Sophia; West-Olatunji, Cirecie; Thomas, M. Shelley
In order to explore early childhood educators' cultural competence through a lens of racial identity development theory, a case study was conducted with four White Kindergarten teachers. Participants were surveyed and interviewed to understand their racial identity development as well as perspectives of teaching culturally diverse early childhood…
This article examines doctoral student identity development in regard to engagement with research practices. Using animal research as a contextual lens, it considers how students develop an identity congruent to their perception of the community which facilitates their social and cognitive activities. The shared, interpretive understanding among…
Irving, Miles Anthony; Hudley, Cynthia
This study investigated the relationship between intercultural perceptions, identity, and academic achievement among African American males. Specifically, this study investigated the relationship of academic achievement, cultural mistrust, oppositional cultural attitudes, ethnic identity development and educational outcome expectations and value,…
Variations of sexual identity development are present in all cultures, as well as in many animal species. Freud – founding father of psychoanalysis – believed that all men have an inherited, bisexual disposition, and that many varieties of love and desire are experienced as alternative pathways to intimacy. In the neuropsychoanalytic model, psychic development starts with the constitutional self. The constitutional self is comprised of the neurobiological factors which contribute to sexual identity development. These neurobiological factors are focused on biphasic sexual organization in the prenatal phase, based on variations in genes, sex hormones, and brain circuits. This psychosocial construction of sexual identity is determined through contingent mirroring by the parents and peers of the constitutional self. The development of the self—or personal identity—is linked with the development of sexual identity, gender-role identity, and procreative identity. Incongruent mirroring of the constitutional self causes alienation in the development of the self. Such alienation can be treated within the psychoanalytic relationship. This article presents a contemporary, neuropsychoanalytic, developmental theory of male-sexual identity relating to varieties in male-sexual-identity development, with implications for psychoanalytic treatment, and is illustrated with three vignettes from clinical practice. PMID:25566168
Vance, C; Bamford, P
The mentoring connections that we have experienced in our school of nursing have eased difficult situations and have promoted self-awareness, personal and professional growth, and leadership behaviors. Various circumstances result in behaviors reflective of issues of culture, race, self-esteem and knowledge, values, ethics, experience, and conflict management. Some of these issues are related to oppressed group behavior, inadequate communication and conflict resolution skills, lack of exposure to diverse academic and professional experiences, and a need to learn management of feelings in effective ways. As faculty, administrators, students, and alumni, we struggle with those issues, knowing that resolution of them is beyond the traditional modes of teaching-learning, academic relationships and professional socialization. We wish that we and our students and alumni will experience an increased connectedness to the school and profession. We also wish that we might, as a result of our mentor connections, individually and collectively develop self-determination, self-esteem and confidence, leadership skills, and inner directness. The Mentor Connection Program was initiated in response to these strong wishes and has been a motivating framework for the reciprocal growth in us all. As for the future, we will continue our research and evaluation studies, refine the matching criteria, support and expand the mentoring dyads, strengthen faculty-faculty mentoring relationships, and seek funding resources for expansion and research. We are seeing the positive effects of active mentoring on students, faculty, and alumni on issues related to teaching and learning, support, hardiness, and self-reflection. Mentors produce leaders. Nursing's collective leadership will, we believe, depend to a large extent on our mentoring relationships with each other. PMID:9582745
Himes, Hilleary A.
Discussions on academic advising theory have centered on application from many disciplines; however, academic advising is unlike any other field, and therefore, theories from other disciplines do not correspond with all of the unique goals of advising: assisting students in understanding the meaning of higher education, supporting students in…
Redd, Zakia; Cochran, Stephanie; Hair, Elizabeth; Moore, Kristin
Based on the view that programs with a strong academic component may reduce the substantial educational disparities for American students from disadvantaged backgrounds or in chronically underperforming schools and school districts, this synthesis of research on academic achievement programs describes how such programs may help children and…
Silva, Cecilia; Weinburgh, Molly; Smith, Kathy Horak
In this article, the authors explore ways in which they have worked together in understanding the complexities of academic language within the science classroom and discuss strategies they have used to teach academic language to young adolescent English Language Learners (ELLs) within inquiry-based science lessons. They discuss strategies they use…
Pittman, Joe F.; Kerpelman, Jennifer L.; Lamke, Leanne K.; Sollie, Donna L.
Identity styles represent strategies individuals use to explore identity-related issues. Berzonsky (Berzonsky, M. D. (1992). Identity style and coping strategies. "Journal of Personality, 60", 771-788) identified three styles: informational, normative, and diffuse. In three studies, this paper presents (a) the identity processing style Q-sort…
Welty, Leah J; Carter, Rickey E; Finkelstein, Dianne M; Harrell, Frank E; Lindsell, Christopher J; Macaluso, Maurizio; Mazumdar, Madhu; Nietert, Paul J; Oster, Robert A; Pollock, Brad H; Roberson, Paula K; Ware, James H
Biostatistics--the application of statistics to understanding health and biology-provides powerful tools for developing research questions, designing studies, refining measurements, analyzing data, and interpreting findings. Biostatistics plays an important role in health-related research, yet biostatistics resources are often fragmented, ad hoc, or oversubscribed within academic health centers (AHCs). Given the increasing complexity and quantity of health-related data, the emphasis on accelerating clinical and translational science, and the importance of conducting reproducible research, the need for the thoughtful development of biostatistics resources within AHCs is growing.In this article, the authors identify strategies for developing biostatistics resources in three areas: (1) recruiting and retaining biostatisticians, (2) efficiently using biostatistics resources, and (3) improving biostatistical contributions to science. AHCs should consider these three domains in building strong biostatistics resources, which they can leverage to support a broad spectrum of research. For each of the three domains, the authors describe the advantages and disadvantages of AHCs creating centralized biostatistics units rather than dispersing such resources across clinical departments or other research units. They also address the challenges that biostatisticians face in contributing to research without sacrificing their individual professional growth or the trajectory of their research teams. The authors ultimately recommend that AHCs create centralized biostatistics units because this approach offers distinct advantages both to investigators who collaborate with biostatisticians as well as to the biostatisticians themselves, and it is better suited to accomplish the research and education missions of AHCs.
Kaimaris, D.; Stylianidis, E.; Karanikolas, N.
Virtual reality (VR) is extensively used in various applications; in industry, in academia, in business, and is becoming more and more affordable for end users from the financial point of view. At the same time, in academia and higher education more and more applications are developed, like in medicine, engineering, etc. and students are inquiring to be well-prepared for their professional life after their educational life cycle. Moreover, VR is providing the benefits having the possibility to improve skills but also to understand space as well. This paper presents the methodology used during a course, namely "Geoinformatics applications" at the School of Spatial Planning and Development (Eng.), Aristotle University of Thessaloniki, to create a virtual School space. The course design focuses on the methods and techniques to be used in order to develop the virtual environment. In addition the project aspires to become more and more effective for the students and provide a real virtual environment with useful information not only for the students but also for any citizen interested in the academic life at the School.
Thongnoi, Niratchakorn; Srisa-ard, Boonchom; Sri-ampai, Anan
This research aimed to: 1) study current situations and problems of academic affairs administration system in Primary Schools. 2) develop an effective academic affairs administration system, and 3) evaluate the implementation of the developed system in the primary school, Thailand. Research and Development (R&D) was employed which consisted of…
Waterman, Alan S.; Goldman, Jeffrey A.
Ego identity development in the areas of occupational choice, religion, and political ideology was studied using Marcia's categorization system. The findings are clearly consistent with Erikson's theory of psychosocial development during youth. (RC)
Laghi, Fiorenzo; Baiocco, Roberto; Lonigro, Antonia; Baumgartner, Emma
The main aim of this study was to explore the relationship between identity statuses and alcohol use and misuse in adolescence. A sample of 440 Italian students completed the Extended Objective Measure of Ego Identity Status-Version 2 (EOM-EIS-II) and the Alcohol Addiction Scale of the Shorter Promise Questionnaire (SPQ-ALC). The results suggested that problematic alcohol use during early and middle adolescence is associated with developmentally less sophisticated identity development. Foreclosed and diffused adolescents were classified as binge drinkers and heavy drinkers. The latter reported a higher mean dependence score than other identity groups. The risk and mediating factors about alcohol misuse and dependence are provided.
Ndengeyingoma, Assumpta; de Montigny, Francine; Miron, Jean-Marie
This qualitative study examines what contributes to the development of personal identity among refugee adolescents of African origin who have immigrated to Québec. For this purpose, 12 adolescents participated in individual interviews and in self-recorded interviews. The research findings show that the development of young people's personal identity is directly and indirectly influenced by personal characteristics, the environmental, and the interpersonal relationships. We identify both elements that facilitate the development of personal identity and obstacles to such development so as to provide better support for health education among refugee adolescents.
Gromova, Chulpan R.; Alimbekov, Akmatali
Relevance of the studied problem is that the nature of interrelation between an index of an egocentrism and characteristics of identity isn't studied. Secondly, special trainings of decentration for students--future teachers are not developed. The article is directed to study the structure of the first-third year students' identity, connection…
Prytula, Michelle; Weiman, Kari
The purpose of this article is to describe a study of the development of and changes in high school teacher identity through the collaborative professional learning community (PLC) model. Using Coldron and Smith's (1999) conceptual framework of teacher identity, being the craft, moral, artistic, and scientific traditions of teaching, a case study…
Ellis, Lauren M.; Chen, Eric C.
This qualitative study explored the identity development process of 11 undocumented college students living in the United States, focusing on how undocumented college students negotiate the interplay of acculturation, ethnic identity, and educational and career pursuits. A semistructured interview protocol was used and data analysis was iterative,…
Corriveau, K.H.; Pasquini, E.S.; Harris, P.L.
Recent work has investigated children's developing understanding of the anatomical locus of identity. In two studies, we extend this work by exploring the role of the mind as opposed to the brain in children's conceptualization of identity. In Experiment 1, an analysis of natural language indicated that adults use the term mind more frequently…
Gao, Yihong; Jia, Zengyan; Zhou, Yan
Combining psychological and social perspectives and using mixed methods, this 4-year longitudinal study examined the EFL learning and self-identity development of about 1,000 students from 5 universities in Beijing, China. The self-designed questionnaire, administered 5 times during the 4 years, consisted of 7 identity categories of identity…
McLean, Kate C.; Breen, Andrea V.
The present study examined narrative identity in adolescence (14-18 years) in terms of narrative content and processes of identity development. Age- and gender-related differences in narrative patterns in turning point memories and gender differences in the content and functions for sharing those memories were examined, as was the relationship…
Pillen, Marieke; Beijaard, Douwe; Brok, Perry den
This study examined tensions encountered by 182 beginning teachers during their professional identity development, the feelings that accompanied these tensions and the ways they tried to cope with these. Professional identity tensions stem from an unbalanced personal and professional side of (becoming) a teacher. Tensions that are often mentioned…
Hirschy, Amy S.; Wilson, Maureen E.; Liddell, Debora L.; Boyle, Kathleen M.; Pasquesi, Kira
In this study, the authors propose and test a model of professional identity development among early career student affairs professionals. Using survey data from 173 new professionals (0-5 years of experience), factor analysis revealed 3 dimensions of professional identity: commitment, values congruence, and intellectual investment. Multivariate…
This phenomenological study investigated the lived experiences of identity development of Chinese graduate students in the United States. Through in-depth interviews with 15 participants at a Midwestern research university, the study found that the majority of Chinese graduate students came with a strong student identity that conflated with…
Watson, Joshua C.
In this study, a series of simultaneous multiple regression analyses were conducted to examine the relationship between racial identity development and college adjustment for a sample of 76 Choctaw community college students in the South. Results indicated that 3 of the 4 racial identity statuses (dissonance, immersion-emersion, and…
Worthington, Roger L.; Navarro, Rachel L.; Savoy, Holly Bielstein; Hampton, Dustin
Four studies were conducted on the development and validation of the Measure of Sexual Identity Exploration and Commitment (MoSIEC). Exploratory factor analysis of an initial item pool yielded a 22-item measure with 4 distinct factors assessing commitment, exploration, sexual orientation identity uncertainty, and synthesis/integration. Exploratory…
Henry, Wilma J.; West, Nicole M.; Jackson, Andrea
This article explores unique issues regarding the effects of hip-hop culture on the identity development of young Black female college students. Through the lenses of womanist and Black feminist perspectives, the intersecting impact of race and gender are reviewed within the context of the competing influences of hip-hop on Black female identity.…
Schwartz, Seth J.; Mason, Craig A.; Pantin, Hilda; Szapocznik, Jose
The present study was designed to investigate trajectories of identity development and their relationship to family functioning in a sample of Hispanic adolescents and their primary caregivers. Two hundred fifty adolescents completed measures of identity coherence and confusion and of family functioning, and parents completed measures of family…
Wilkerson, J. Michael; Brooks, Ann K.; Ross, Michael W.
How collegiate gay and bisexual men acquire a sociosexual identity appears to affect their sexual health. Analysis of interview data from 25 self-identified collegiate gay or bisexual men resulted in the development of a collective sexual script for men acquiring a sociosexual identity. Changes in an individual's acting out of a cultural scenario…
Curwood, Jen Scott
This year-long ethnographic case study examined high school teachers' participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well…
Guardia, Juan R.; Evans, Nancy J.
Higher education scholars have examined Latino/a student experiences and ethnic identity, yet there is no research describing the ethnic identity development of Latino fraternity members at a Hispanic Serving Institution (HSI). The purpose of this phenomenological study was to understand how membership in a Latino fraternity at an HSI enhanced…
This paper focuses on the role of dominant school discourses in structuring how students position themselves and others relative to a community centered on science. The study was conducted in a diverse, eighth grade classroom in an urban magnet school. I argue that dominant discourses portray a limited view of available subject positions, in that the purpose of learning science is associated with a dichotomous view of people as being either college-bound or not. I explore how these limited subject positions can pose contradictions with some students' interests, constrain students' visions of possibilities, exacerbate disadvantages based on race and class, and interfere with students acquiring identities as science learners. However, there are also possibilities for resistance, agency and self-definition through students' talk.
Umana-Taylor, Adriana J.; Wong, Jessie J.; Gonzales, Nancy A.; Dumka, Larry E.
Existing work has identified perceived discrimination as a risk factor that may contribute to the relatively poorer academic outcomes exhibited by Mexican-origin adolescents in the U.S. The current study examined the longitudinal associations among perceived discrimination and three indices of adolescent adjustment in the school setting (i.e.,…
Smith, L. C.
This study uses statistical analysis to estimate the impact of first-year academic development courses in microeconomics, statistics, accountancy, and information systems, offered by the University of Cape Town's Commerce Academic Development Programme, on students' graduation performance relative to that achieved by mainstream students. The data…
Willis, Ian; Strivens, Janet
Academic developers are increasingly involved in international collaborations in learning and teaching. Many factors contribute to successful collaborations; we argue that the personal abilities and aptitudes of academic developers are one key element. Building trust and relationships are central to creating the networks at individual, group, and…
The Wyoming Academic Libraries Resource Project was initiated to improve cooperation and resource sharing by developing an interconnected information access and delivery system among Wyoming's academic libraries and the State Library. The goal was to formalize communication, cooperation, and resource sharing by developing an Ariel document…
Chisholm, Mervin E.; Jimma, Tefera Tadesse; Tatsuya, Natsume; Manathunga, Catherine
The purpose of this dialogue was to begin grappling with notions of neutrality and academic development in three non-western contexts: (1) Jamaica; (2) Ethiopia; and (3) Japan. The authors were asked to describe the political geography of academic development in their countries and to explore questions of neutrality. This dialogue therefore tries…
This paper starts by sketching "International Journal for Academic Development (IJAD's)" first 20 years, its contents and concerns and staffing. Suggestions follow on future directions for both research and practice in academic development. These suggestions build in particular, but not exclusively, on reviews of and projections for…
Winston, Mark D.; Dunkley, Lisa
Discussion of the need for effective leadership and identifying leadership competencies for academic librarians focuses on the areas of development and fundraising. Describes areas of expertise, experience, and skills associated with academic development positions in colleges and universities as a basis for identifying relevant leadership…
Close, Eleanor W.; Conn, Jessica; Close, Hunter G.
[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] In this study, we analyze the experience of students in the Physics Learning Assistant (LA) program at Texas State University in terms of the existing theoretical frameworks of community of practice and physics identity, and explore the implications suggested by these theories for LA program adoption and adaptation. Regression models from physics identity studies show that the physics identity construct strongly predicts intended choice of a career in physics. The goal of our current project is to understand the details of the impacts of participation in the LA experience on participants' practice and self-concept, in order to identify critical elements of LA program structure that positively influence physics identity and physics career intentions for students. Our analysis suggests that participation in the LA program impacts LAs in ways that support both stronger "physics student" identity and stronger "physics instructor" identity, and that these identities are reconciled into a coherent integrated physics identity. Increased comfort in interactions with peers, near peers, and faculty seems to be an important component of this identity development and reconciliation, suggesting that a focus on supporting community membership is useful for effective program design.
Guzmán, Michele R; Santiago-Rivera, Azara L; Hasse, Richard F
This study tested the relationships among ethnic identity, other-group orientation, fatalism, and 2 dependent variables: attitude toward education and school, and grade point average (GPA). Mexican-origin adolescents (N = 222) completed the Multigroup Ethnic Identity Measure (J. S. Phinney, 1992), the fatalism scale of the Multiphasic Assessment of Cultural Constructs-Short Form (I. Cuellar, B. Arnold, & G. Gonzalez, 1995), and the attitude scale of the Learning and Study Strategies Inventory-High School (C. E. Weinstein & D. R. Palmer, 1990a). Other-group orientation was positively related to attitude and GPA, and a negative relationship between fatalism and attitude was demonstrated. No relationship emerged between ethnic identity and the dependent variables.
Chaffee, Rachel L.
This dissertation study contributes to the research on filmmaking and identity development by exploring the ways that film production provided unique opportunities for a team of four girls to engage in science, to develop identities in science, and to see and understand science differently. Using social practice, identity, and feminist theory and New Literacies Studies as a theoretical lens and grounded theory and multimodality as analytic frameworks, I present findings that suggest that girls in this study authored identities and communicated and represented science in and through film in ways that drew on their social, cultural, and embodied resources and the material resources of the after-school science club. Findings from this study highlight the affordances of filmmaking as a venue for engaging in the disciplinary practices of science and for accessing and authoring identities in science.
Objective: According to Erik Erikson, the main task of adolescents is to solve the crisis of identity versus role confusion. Research has shown that a stable and strong sense of identity is associated with better mental health of adolescents. Good relationships with peers are also linked with better emotional and psychological well-being of adolescents. However, there is a lack of reviews of studies in the scientific literature examining the relationship between the adolescents’ identity development and relationships with peers. The aims of this article were to analyze links between adolescent identity development and relationships with peers identified from a literature review, summarize the results, and discuss the theoretical factors that may predict these relationships. Method: A systematic literature review. Results: Analysis of findings from the systematic literature review revealed that a good relationship with peers is positively related to adolescent identity development, but empirical research in this area is extremely limited. Conclusions: The links between adolescents’ identity development and their relationship with peers are not completely clear. The possible intermediate factors that could determine the relationship between adolescent identity development and their relationships with peers are discussed. Further empirical researches is needed in this area. PMID:27274745
Halic, Olivia; Greenberg, Katherine; Paulus, Trena
This phenomenological study explores the experiences of non-native English-speaking international students regarding language, culture and identity in the context of their graduate studies. Interviews were conducted with each of the eight participants. Interpretive analysis was used within a constructivist frame. The findings of this study are…
Bruce, Douglas; Harper, Gary W.; Bauermeister, Jose A.
Introduction Minority stress processes have been shown to have significant associations with negative mental health outcomes among sexual minority populations. Given that adversity may be experienced growing up as a sexual minority in heteronormative, if not heterosexist, environments, our research on resilience among sexual minority male youth proposes that positive identity development may buffer the effects of a range of minority stress processes. Methods An ethnically diverse sample of 200 sexual minority males ages 16–24 (mean age, 20.9 years) was recruited using mixed recruitment methods. We developed and tested two new measures: concealment stress during adolescence and sexual minority-related positive identity development. We then tested a path model that assessed the effects of minority stressors, positive identity development, and social support on major depressive symptoms. Results Experience of stigma was associated with internalized homophobia (β=.138, p<.05) and major depressive symptoms (β=1.076, OR=2.933, p<.001), and internalized homophobia partially mediated experience’s effects on major depression (β=.773, OR=2.167, p<.001). Concealment stress was associated with positive identity development (β=.155, p<.05) and internalized homophobia (β=.418, p<.001), and positive identity development partially mediated concealment stress’s effects on internalized homophobia (β=−.527, p<.001). Concealment stress demonstrated a direct effect on major depression (β=1.400, OR=4.056, p<.001), and indirect paths to social support through positive identity development. Conclusions With these results, we offer an exploratory model that empirically identifies significant paths among minority stress dimensions, positive identity development, and major depressive symptoms. This study helps further our understanding of minority stress, identity development, and resources of resilience among sexual minority male youth. PMID:26478901
This study, inspired by Block's (1973) work, was designed to enable one to examine how ego development and socialization experience interact in relation to sex role identity. Sex role identity was measured via the Bem Sex Role Inventory, and socialization practices were measured via the Block Child-Rearing Practices Report. Both measures were scaled so as to yield scores on agency, communion, and androgyny. Ego development was assessed via Loevinger's Sentence Completion Test of Ego Development. The sample consisted of 120 young adult men and women, married and single. Analyses revealed that the predictive power of the variables differed by sex. Ego development was predictive of sex role identity in men but not women, whereas socialization practices were predictive of sex role identity in women but not men. The results were seen as supporting Chodorow's (1974) position regarding the differing socialization experiences of men and women. PMID:3701594
Makhubela, Malose S
This study examined the relationship between exposure to domestic violence and identity development in a sample of 108 undergraduate students with an average age of 18.7 yr. from University of Limpopo in South Africa. There were more women (n = 64; 58.7%) in the study than men (n = 45; 41.3%). Participants were classified into high and low domestic violence exposure groups on the basis of a median split in physical violence scores from the Child Exposure to Domestic Violence Scale (CEDV). Exposure was then compared with identity development as measured by the Ochse and Plug Erikson scale. The results indicated a significant mean difference between the two groups on identity development. Furthermore, exposure to domestic violence was significantly associated with lower scores for identity development as represented by subscales measuring trust, autonomy, initiative and other Eriksonian constructs. Implications and limitations of the study are discussed.
Newman, Denise L
Ethnic identity development was assessed in the context of ego development in 12- to 15-year-old students from a Southeastern American Indian community. Self-protective was the modal level and was characterized by awareness of ethnic group membership but little exploration or self-reflection. Impulsive adolescents had the least developed ethnic identities and highest levels of interpersonal vulnerability. Conformist adolescents expressed positive feelings about ethnic group affiliation, described relationships as harmonious, but demonstrated moderate social anxiety. Postconformist adolescents had the highest levels of agency, social competence, and identity achievement, but also had high levels of psychological distress and family conflict. Adolescent identity strivings may be understood in context with the level and timing of psychosocial maturity, for which ego development appears a useful marker.
This study, inspired by Block's (1973) work, was designed to enable one to examine how ego development and socialization experience interact in relation to sex role identity. Sex role identity was measured via the Bem Sex Role Inventory, and socialization practices were measured via the Block Child-Rearing Practices Report. Both measures were scaled so as to yield scores on agency, communion, and androgyny. Ego development was assessed via Loevinger's Sentence Completion Test of Ego Development. The sample consisted of 120 young adult men and women, married and single. Analyses revealed that the predictive power of the variables differed by sex. Ego development was predictive of sex role identity in men but not women, whereas socialization practices were predictive of sex role identity in women but not men. The results were seen as supporting Chodorow's (1974) position regarding the differing socialization experiences of men and women.
Waterman, A S; Goldman, J A
Ego identity development in the areas of occupational choice, religion, and political ideology was studied using Marcia's categorization system. The results indicated a significant increase in the frequency of the identity achiever status for occupational choice and corresponding decreases in the frequency of the moratorium and identity diffusion statuses. A significant decrease in the frequency of foreclosures on religion was also found. In those instances where students underwent an identity crisis, the probability of resolving it successfully was very high. High scores on the Cultural Sophistication scale of the College Student Questionnaire-Part 1 were found to be associated with presence in the identity achievement status. For students not in the achiever status as freshmen, an interest in various literary and art forms was predictive of becoming an achiever while in college.
Fowler, Debra L
This article describes an academic-practice partnership that uses career coaching to support the health care system's strategic plans to increase nurses' educational level. Nurses and other employees seek coaching to explore their career path and create an educational plan to accomplish their goal. Career coaching by nursing faculty provides a unique service as they have expert knowledge of various educational programs as well as methods for achieving academic success. The academic-practice partnership is a win-win-win; the health care system achieves advancement of professional nursing practice, employees are supported to advance their education and professional nursing practice, and faculty benefit from immersion in current professional concerns and issues.
Dotterer, Aryn M.; McHale, Susan M.; Crouter, Ann C.
Study goals were to assess: (a) the development of academic interests from middle childhood through late adolescence; (b) the degree to which junior high and high school transitions, parents' educational expectations, interests, and education were related to changes in academic interests; and (c) the longitudinal links between youths' academic…
Edmondson, Macey Lynd
This mixed methods study explored whether a relationship existed between moral development and dishonest academic behaviors in law students. The quantitative portion of the study utilized a survey adapted from James Rest's Defining Issues Test and Donald McCabe's Academic Integrity Survey. Law students were solicited by email from two public…
As the wave of educational transformation sweeps across the higher education landscape, few academics have been unaffected by its impact. It has been well documented that academics are ill-prepared to cope with the challenges of educational transformation, yet training and development that would provide the appropriate support to meet the demands…
According to Diane August (2002), a senior research scientist at the Center for Applied Linguistics, English Language Learners (ELLs) spend less than two percent of their school day in oral language development. Worse yet, when ELLs are speaking in school, it is often not about academic topics or rigorous content. This lack of academic oral…
This article examines the case of academic drift, as an example of a theory developed and applied within higher education research. It traces the origins and meaning of the term, reviews its application by higher education researchers, and discusses the issues it raises and the critiques it has attracted. It concludes that academic drift is at the…
Wang, Hanrong; Tang, Yingqi; Knight, Carley
This study analyzes job advertisements to identify the contemporary development of academic reference librarianship in the United States. Results show that more job openings, higher educational backgrounds, more duties & responsibilities, and variety of titles were assigned to academic reference librarian positions from 1966 through 2009.…
Knewstubb, Bernadette; Ruth, Alison
Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding…
Ladyshewsky, Richard K.; Flavell, Helen
The higher education sector has increasingly begun to pay more attention to academic leadership. This qualitative study explores how such an investment in a 20-week leadership development program influenced the behaviour of 10 academic staff in the role of program coordinator 6 to 12 months following participation in the program. Otherwise known…
Thomas, Keith; McNaught, Carmel; Wong, Kin-Chi; Li, Yi-Ching
This paper discusses early-career academics' development at a university in Hong Kong. Reflecting the impact of local context, the paper explores cultural and structural influences that can impinge on teaching and learning strategies for new academics. Barriers such as student learning behaviour and publication pressure may discourage new…
Ray, Anjali; Halder, Santoshi; Goswami, Nibedita
The authors explored the mental health of students with their academic career-related stressors collecting data from 400 students of different schools of Eastern part of India by using; namely General Information Schedule (GIS), the General Health Questionnaire (GHQ), and the Academic Career Development Stress Scale. The data was subjected to t…
Hemmings, Brian; Hill, Doug; Sharp, John G.
This study was aimed at identifying the critical interactions within work environments that support the development of early career academics as researchers in institutions with lower order research profiles, that is, environments that differ from research-intensive universities. Ten early career academics, five from Australia and five from the…
This article considers the discourses used by students, mainstream lecturers and academic development lecturers in their evaluations of language interventions at Technikon Natal from 1991 to 2002. The discourses under scrutiny are those of academic literacy: the beliefs, attitudes, values and norms necessary for "epistemological access to higher…
Manuel, Sue; Dearnley, James; Walton, Graham
The strategic development of an academic library website is an ongoing process. The methods available to libraries in their efforts to understand the use of their website are also changing. A pilot survey of a group of UK academic libraries provided an insight into the approaches and methods adopted by this group. The study also revealed some of…
Karimi, Florah Katanu
The types of academic programmes offered by universities, both public and private, are considered to be critical to the realization of development agendas. This study was descriptive in nature and sought to establish whether universities in the East African region were offering academic programmes that were relevant to the realization of the…
This article offers an unconventional cost-benefit analysis of three academic development initiatives at a large Australasian university: a three-day foundation course for new academics, a series of one-on-one teaching consultations and a two-year postgraduate certificate program. Weaving together qualitative, quantitative and arts-based…
Tanilon, Jenny; Segers, Mien; Vedder, Paul; Tillema, Harm
This study illustrates the development and validation of an admission test, labeled as Performance Samples on Academic Tasks in Educational Sciences (PSAT-Ed), designed to assess samples of performance on academic tasks characteristic of those that would eventually be encountered by examinees in an Educational Sciences program. The test was based…
Deaker, Lynley; Stein, Sarah J.; Spiller, Dorothy
Societal, governmental, and research expectations of universities in contemporary western society have led to increasing calls for teacher professionalism and accountability as well as research excellence and research-informed teaching. Consequently, demands on academic staff development continually emerge, which academics may view as oppressive.…
One of the capabilities needed for effective participation in modern society is numeracy, which is the ability to cope effectively with the mathematical demands of life. While the development of numeracy continues beyond the school years, schools nevertheless have a responsibility to provide opportunities for students to expand their numeracy expertise. In Australian schools, there is a renewed emphasis on numeracy brought about by the introduction of a new curriculum, teacher professional standards and measures of accountability. The first two of these developments provide an opportunity for teachers of all disciplines to increase their capacity to promote growth in the numeracy capabilities of their students. However, they will be unable to do this unless they see themselves as teachers of numeracy and have the capacity to embed numeracy into the subjects they teach. This theoretical paper extends existing knowledge on teacher identity by developing a conceptual framework for identity as an embedder-of-numeracy that recognises the complexity of teacher identity while at the same time is amenable to empirical studies. The framework is organised around five domains of influence (knowledge, affective, social, life history and context) and includes characteristics that evidence from the literature suggests greatly impact on this particular situated identity. Studies using this framework could inform the design of professional development to support teachers to develop an identity as an embedder-of-numeracy. The mechanism for developing the framework described in this paper could also be used to create frameworks to investigate teachers' other situated identities.
Mian, Jasmine F; Mondloch, Catherine J
Perceptual aftereffects have indicated that there is an asymmetry in the extent to which adults' representations of identity and expression are independent of one another. Their representation of expression is identity-dependent; the magnitude of expression aftereffects is reduced when the adaptation and test stimuli have different identities. In contrast, their representation of identity is expression-independent; the magnitude of identity aftereffects is independent of whether the adaptation and test stimuli pose the same expressions. Like adults, children's representation of expression is identity-dependent (Vida & Mondloch, 2009). Here we investigated whether they have an expression-dependent representation of facial identity. Adults and 8-year-olds (n = 20 per group) categorized faces in an identity continuum (Sue/Jen) after viewing an adapting stimulus that displayed the same or a different emotional expression. Both groups showed identity aftereffects that were not influenced by facial expression. We conclude that, like adults, 8-year-old children's representation of identity is expression-independent.
Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.
The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.
Glaser-Segura, Daniel A.; Mudge, Suzanne; Bratianu, Constantin; Dumitru, Ionela
Purpose: This study aims to focus on the role of learning activities on the development of Romanian students making the change from academia to the workplace, specifically focusing on the role of three learning activities: classroom teaching pedagogies ("in-vitro"); field experiences ("in-situ"); and self-development experiential activities.…
Diemer, Matthew A.; Blustein, David L.
Emancipatory communitarian perspectives advocate for theory, research, and action that address the needs of oppressed groups, such as urban adolescents. Considering the dearth of instruments sensitive to the career development needs of urban adolescents, this study examined the component structure of three indices of career development with 220…
Academic library websites contain a vast amount of complex content and, all too often, there is a lack of established process for creating, updating, and deleting that content. There is no clear vision or purpose to the content, and numerous staff members are expected to maintain content with little guidance. Because of this, many library websites…
Lee, Sang Min; Brescia, William; Kissinger, Dan
Several studies provide preliminary evidence that computer use is positively related to academic performance; however, no clear relationship has yet been established. Using a national database, we analyzed how students' school behavior (i.e., evaluated by English and math teachers) and standardized test scores (e.g., math and reading) are related…
The university system has expanded worldwide and with it the number of those holding a full professorial title. Around a third of US academics eventually become full professors, and the title is used still more exclusively in an Australasian and UK context, representing around 10-12% of university faculty. The professoriate undertake a range of…
Zipp, Genevieve Pinto; Simpkins, Susan
The academic portfolio provides a means for faculty to organize, present and reflect on their accomplishments in the areas of teaching, scholarship and service. Since the portfolio represents faculty accomplishments in these key areas it may be used to support an application for promotion, tenure or merit reviews. Given this, it is important to…
Voller, Julie Givans
The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting…
This study focused on training students in skills essential to making oral presentations based on original and independent research work as part of their English for Academic Purposes (EAP) course. As a result of the training, students showed an increase in the successful use of research-related skills and a great improvement in their ability to…
Short, Deborah J.; Fidelman, Carolyn G.; Louguit, Mohammed
This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques…
de Janasz, Suzanne C.; Sullivan, Sherry E.
Previous studies in business organizations have shown that mentoring provides numerous benefits for both individuals and organizations. Most of this mentoring research has been based on traditional, hierarchical mentor-protege relationships in non-academic settings. We discuss why there is little empirical research on faculty mentoring and review…
Charubusp, Sasima; Chinwonno, Apasara
This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficiency group and 15 in the low English reading…
Duberley, Joanne; Cohen, Laurie; Leeson, Elspeth
This paper examines the impact of entrepreneurial initiatives within universities on scientific careers. Based on the career accounts of university-based bioscientists involved in a government-sponsored entrepreneurship training initiative, the paper explores the concept of academic entrepreneurialism. Three groups were identified in the data.…
Nelson, Jack L.; Hering, William S.
The intent of this paper is to assist social studies teachers in a thoughtful consideration of differing views on academic freedom. Practical information serves as background for forming a set of principles to guide decisions about teaching that involves controversial methods or content. Case studies illustrate several ways in which academic…
Wu, Lijuan; Wang, Youxin; Peng, Xiaoxia; Song, Manshu; Guo, Xiuhua; Nelson, Hugh; Wang, Wei
Context The Chinese government launched a comprehensive healthcare reform to tackle challenges to health equities. Medical education will become the key for successful healthcare reform. Purpose We describe the current status of the Chinese medical degree system and its evolution over the last 80 years. Content Progress has been uneven, historically punctuated most dramatically by the Cultural Revolution. There is a great regional disparity. Doctors with limited tertiary education may be licensed to practice, whereas medical graduates with advanced doctorates may have limited clinical skills. There are undefined relationships between competing tertiary training streams, the academic professional degree, and the clinical residency training programme (RTP). The perceived quality of training in both streams varies widely across China. As the degrees of master or doctor of academic medicine is seen as instrumental in career advancement, including employability in urban hospitals, attainment of this degree is sought after, yet is often unrelated to a role in health care, or is seen as superior to clinical experience. Meanwhile, the practical experience gained in some prestigious academic institutions is deprecated by the RTP and must be repeated before accreditation for clinical practice. This complexity is confusing both for students seeking the most appropriate training, and also for clinics, hospitals and universities seeking to recruit the most appropriate applicants. Conclusion The future education reforms might include: 1) a domestic system of ‘credits’ that gives weight to quality clinical experience vs. academic publications in career advancement, enhanced harmonisation between the competing streams of the professional degree and the RTP, and promotion of mobility of staff between areas of excellence and areas of need; 2) International – a mutual professional and academic recognition between China and other countries by reference to the Bologna Accord