Feminist Identity Development: The Current State of Theory, Research, and Practice

ERIC Educational Resources Information Center

Hyde, Janet Shibley

2002-01-01

A review of the three articles on feminist identity development in this issue indicates that (a) the Feminist Identity Development Scale (FIDS) and the Feminist Identity Composite (FIC) perform similarly and acceptably in psychometric analyses, (b) no research has properly tested whether there are true stages of feminist identity development, and…

Searching for the Self: An Identity Control Theory Approach to Triggers of Occupational Exploration

ERIC Educational Resources Information Center

Anderson, Katherine L.; Mounts, Nina S.

2012-01-01

Identity control theory researchers have found evidence for two processes of identity development (identity defense and identity change) and have theorized a third process (identity exploration). College students (N = 123) self-rated as high or low in occupational identity certainty and importance received self-discrepant feedback to induce…

Identity Disorder and Career Counseling Theory: Recommendations for Conceptualization.

ERIC Educational Resources Information Center

O'Brien, Michael T.

The Diagnostic and Statistical Manual of Mental Disorders III Revised rubric of identity disorder is linked to career theory and research findings on vocational identity, career indecisiveness, vocational maturity, and to the theories of Erikson and Kohut. Identity disorder has been found in career counseling clients. It appears that the brief…

Beginning Student Teachers' Teacher Identities Based on Their Practical Theories

ERIC Educational Resources Information Center

Stenberg, Katariina; Karlsson, Liisa; Pitkaniemi, Harri; Maaranen, Katriina

2014-01-01

In this article, we investigate first-year student teachers' teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this…

Leadership Identity Development: Challenges in Applying a Developmental Model

ERIC Educational Resources Information Center

Komives, Susan R.; Longerbeam, Susan D.; Mainella, Felicia; Osteen, Laura; Owen, Julie E.; Wagner, Wendy

2009-01-01

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders…

Academic Developer Identity: How We Know Who We Are

ERIC Educational Resources Information Center

Kinash, Shelley; Wood, Kayleen

2013-01-01

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…

Micro-Level Mechanisms of Identity Development: The Role of Emotional Experiences in Commitment Development

ERIC Educational Resources Information Center

van der Gaag, Mandy A. E.; Albers, Casper J.; Kunnen, E. Saskia

2017-01-01

Based on Marcia's theory, many researchers consider exploration and commitment as the main processes in identity development. Although some identity theorists have hypothesized that emotional experience may also be an important part of the mechanisms of identity development, empirical research to investigate this claim has been lagging behind. In…

Deferring Totality: An Anti-Dialectic Theory of Identity

ERIC Educational Resources Information Center

Powell, David M.; Noel, Jana

2010-01-01

Using Derrida's concept of deferring totality, Deleuze's concept of the logic of multiplicities, and Butler's "sliding scale," this paper presents an anti-dialectic theory of identity, one that recognizes the permanent deferral of the very concept of identity--a non-synthesized, non-resolved identity--that values the hybridity of identities.…

Environmental Identity Development through Social Interactions, Action, and Recognition

ERIC Educational Resources Information Center

Stapleton, Sarah Riggs

2015-01-01

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…

New Perspectives on Racial Identity Development: A Theoretical and Practical Anthology.

ERIC Educational Resources Information Center

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);…

Developing a Framework for Research on Religious Identity Development of Highly Committed Adolescents

ERIC Educational Resources Information Center

Visser-Vogel, Elsbeth; Westerink, Janneke; de Kock, Jos; Barnard, Marcel; Bakker, Cok

2012-01-01

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…

A Grounded Theory of Master's-Level Counselor Research Identity

ERIC Educational Resources Information Center

Jorgensen, Maribeth F.; Duncan, Kelly

2015-01-01

A grounded theory approach was used to examine the research identity of 17 master's-level counseling trainees and practitioners. The emergent theory gave an understanding to sources of variation in the process and outcome of research identity. The authors provide recommendations for counselor educators to use with current and former students.

A Grounded Theory of Adolescent High School Women's Choir Singers' Process of Social Identity Development

ERIC Educational Resources Information Center

Parker, Elizabeth Cassidy

2018-01-01

The purpose of this grounded theory study was to discover the process of social identity development for adolescent high school women's choir participants. Purposive maximum variation sampling was used to identify three public high school women's choirs where 54 interviews were conducted with 40 different public school singers. Three waves of data…

Professional Identity Development: A Review of the Higher Education Literature

ERIC Educational Resources Information Center

Trede, Franziska; Macklin, Rob; Bridges, Donna

2012-01-01

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,…

[The development of gender identity beyond rigid dichotomy].

PubMed

Quindeau, Ilka

2014-01-01

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.

Understanding African American Adolescents' Identity Development: A Relational Developmental Systems Perspective

ERIC Educational Resources Information Center

Brittian, Aerika S.

2012-01-01

This article examines the development of African American adolescents' identity using a relational developmental systems theory framework, which led to the expectation that identity development is linked to both the reduction of risk behaviors and the promotion of African American adolescents' healthy development. Different personological theories…

Being transgender: the experience of transgender identity development.

PubMed

Levitt, Heidi M; Ippolito, Maria R

2014-01-01

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.

Negotiating Identity Development among Undocumented Immigrant Students

ERIC Educational Resources Information Center

Ellis, Lauren Marie

2010-01-01

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…

Teacher Identity Development through Action Research: A Chinese Experience

ERIC Educational Resources Information Center

Yuan, Rui; Burns, Anne

2017-01-01

This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of 'community of practice', the findings of the study show that AR exerted a transformative impact on the teachers' identity development.…

Identity development in pre-service teachers who are explainers in a science center: Dialectically developing theory and praxis

NASA Astrophysics Data System (ADS)

Gupta, Preeti

This dissertation investigates how teaching in a hands-on science center contributes to re/shaping one's teaching identity. Situated at the New York Hall of Science (NYHS) in Queens, New York, my research approach is to conduct a critical ethnography where the focus is on improving the teaching and learning of science for all involved. In particular, Explainers, floor staff at NYHS, who are studying to be science teachers, are invited to become co-researchers with me. Written as a manuscript style, this dissertation consists of six chapters. Each chapter foregrounds certain events and phenomena, and theory and method are woven in to theorize identity construction. Grounded in cultural sociology, the frameworks of Cultural Historical Activity Theory (CHAT), and the sociology of emotions, illuminate key understandings about the construction of teaching identity. Multiple data sources including field notes, transcribed audio and videotapes, and cogenerative dialogues are used. I employ a hermeneutic phenomenological approach to data analysis. This research has salient implications for museum-university partnerships, and training for museum floor staff and has the potential to inform policy-making for pre-service teaching clinical fieldwork experiences.

Identity Development of Literacy Teachers of Adolescents with Significant Cognitive Disabilities

ERIC Educational Resources Information Center

Roberts, Carly A.

2013-01-01

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…

Searching for the self: an identity control theory approach to triggers of occupational exploration.

PubMed

Anderson, Katherine L; Mounts, Nina S

2012-01-01

Identity control theory researchers have found evidence for two processes of identity development (identity defense and identity change) and have theorized a third process (identity exploration). College students (N = 123) self-rated as high or low in occupational identity certainty and importance received self-discrepant feedback to induce identity disturbance, and dependent measures of identity defense, identity change, and identity exploration were obtained. As predicted, high certainty about identity standards led to identity defense, while low certainty led to identity change. Although an interaction between certainty and importance was hypothesized to predict identity exploration, results showed that the two operated independently. Low certainty predicted exploration of additional occupational areas, whereas high importance predicted exploration of self, environment, and additional occupational areas.

An Alternative Theoretical Model: Examining Psychosocial Identity Development of International Students in the United States

ERIC Educational Resources Information Center

Kim, Eunyoung

2012-01-01

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…

Using Psychodrama Techniques to Promote Counselor Identity Development in Group Supervision

ERIC Educational Resources Information Center

Scholl, Mark B.; Smith-Adcock, Sondra

2007-01-01

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…

Analysis of Ward identities in supersymmetric Yang-Mills theory

NASA Astrophysics Data System (ADS)

Ali, Sajid; Bergner, Georg; Gerber, Henning; Montvay, Istvan; Münster, Gernot; Piemonte, Stefano; Scior, Philipp

2018-05-01

In numerical investigations of supersymmetric Yang-Mills theory on a lattice, the supersymmetric Ward identities are valuable for finding the critical value of the hopping parameter and for examining the size of supersymmetry breaking by the lattice discretisation. In this article we present an improved method for the numerical analysis of supersymmetric Ward identities, which takes into account the correlations between the various observables involved. We present the first complete analysis of supersymmetric Ward identities in N=1 supersymmetric Yang-Mills theory with gauge group SU(3). The results indicate that lattice artefacts scale to zero as O(a^2) towards the continuum limit in agreement with theoretical expectations.

Development and validation of the occupational identity scale.

PubMed

Melgosa, J

1987-12-01

Ego-identity research utilizing Marcia's (1966) identity statuses has been prolific during the past 15 years. The four types of statuses--achievement, moratorium, foreclosure, diffusion--have become part of the ego-identity development theory. The development of a research tool to study further one of the dimensions of ego-identity development (occupational dimension) was perceived as a need. Therefore, items were created utilizing the criteria established by previous research and content validated by a group of experts. These statements were validated by 417 students from six high schools and colleges. Responses were analyzed and measures of construct and concurrent validity were obtained. Also indexes of internal consistency and item discrimination were estimated. Through factor analysis techniques, four factors were identified for the occupational identity statuses. They accounted for 49 per cent of the total variance. Reliability coefficients ranged between 0.70 and 0.87. Concurrent validity coefficients ranged between 0.38 and 0.79, when correlated with a similar instrument. After deletion of those items that did not contribute significantly to the validity of the instrument, a 28-item Occupational Identity Scale was established.

Masculinity Identity Development and Its Relevance to Supporting Talented Black Males

ERIC Educational Resources Information Center

Henfield, Malik S.

2012-01-01

The purpose of the article is to provide a brief introduction to Black male masculine identity development and relate it to the field of gifted education. It will begin with information related to identity development that is applicable to Black males. Next, the phenomenological variant of ecological systems theory (PVEST) will be explored and…

Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach

ERIC Educational Resources Information Center

Sweitzer, Vicki Baker

2009-01-01

This article proposes preliminary models for doctoral student professional identity development. It explores the question, What role do relationships play in doctoral students' professional identity development? In the first section, the author provides an overview of the prior research that informed this study with an emphasis on two previously…

Social Identity Theories and Educational Engagement

ERIC Educational Resources Information Center

Kelly, Sean

2009-01-01

There is a large body of research in studies of schooling, particularly ethnographic case studies, which posits that collective action among students undermines engagement in school and contributes to educational inequality. In this paper I review studies of engagement from a social identity theory perspective. To what extent can collective action…

Vectors of Identity Development during the First Year: Black First-Generation Students' Reflections

ERIC Educational Resources Information Center

Liversage, Lindi; Naudé, Luzelle; Botha, Anja

2018-01-01

In this study, black South African first-generation students' experiences related to identity development during their first year at a higher education institution were explored. Chickering and Reisser's [1993. "Education and Identity." 2nd ed. San Francisco, CA: Jossey-Bass] seven-vector identity development theory served as overarching…

Science identity construction through extraordinary professional development experiences

NASA Astrophysics Data System (ADS)

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

Reel Science: An Ethnographic Study of Girls' Science Identity Development in and through Film

ERIC Educational Resources Information Center

Chaffee, Rachel L.

2016-01-01

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…

Brief report: do peer relationships matter to Vietnamese adolescents' and young adults' development of identity? Towards a working theory of identity development in a changing culture.

PubMed

Nguyen, Huong; Cohen, Edward; Hines, Alice

2012-12-01

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. Copyright © 2011 The Association for Professionals in Services for Adolescents. All rights reserved.

The theory of planned behaviour: self-identity, social identity and group norms.

PubMed

Terry, D J; Hogg, M A; White, K M

1999-09-01

The aim of the present study was to examine further the role that self-identity plays in the theory of planned behaviour and, more specifically, to: (1) examine the combined effects of self-identity and social identity constructs on intention and behaviour, and (2) examine the effects of self-identity as a function of past experience of performing the behaviour. The study was concerned with the prediction of intention to engage in household recycling and reported recycling behaviour. A sample of 143 community residents participated in the study. It was prospective in design: measures of the predictors and intention were obtained at the first wave of data collection, whereas behaviour was assessed two weeks later. Self-identity significantly predicted behavioural intention, a relationship that was not dependent on the extent to which the behaviour had been performed in the past. As expected, there was also evidence that the perceived norm of a behaviourally relevant reference group was related to behavioural intention, but only for participants who identified strongly with the group, whereas the relationship between perceived behavioural control (a personal factor) and intention was strongest for low identifiers.

Is Identical Really Identical? An Investigation of Equivalency Theory and Online Learning

ERIC Educational Resources Information Center

Lapsley, Ruth; Kulik, Brian; Moody, Rex; Arbaugh, J. B.

2008-01-01

This study investigates the validity of equivalency theory among 63 students by comparing two introductory upper-division human resource management courses: one taught online, the other in a traditional classroom. Commonalities included same term, same professor, and identical assignments/tests in the same order, thus allowing a direct comparison…

HIT and brain reward function: A case of mistaken identity (theory).

PubMed

Wright, Cory; Colombo, Matteo; Beard, Alexander

2017-08-01

This paper employs a case study from the history of neuroscience-brain reward function-to scrutinize the inductive argument for the so-called 'Heuristic Identity Theory' (HIT). The case fails to support HIT, illustrating why other case studies previously thought to provide empirical support for HIT also fold under scrutiny. After distinguishing two different ways of understanding the types of identity claims presupposed by HIT and considering other conceptual problems, we conclude that HIT is not an alternative to the traditional identity theory so much as a relabeling of previously discussed strategies for mechanistic discovery. Copyright © 2017. Published by Elsevier Ltd.

Applications of Trauma-Informed Curriculum in the Artroom to Promote Adolescent Identity Development

ERIC Educational Resources Information Center

Waibel, Lindsay

2017-01-01

The purpose of this study was to explore the effects of trauma-informed care, specifically the application of a "identity-safe environment" in order to promote identity development in adolescents. Of specific interest to the researcher were the theories of adolescent development and techniques that serve to improve adolescent learning…

Establishing a person-centred framework of self-identity after traumatic brain injury: a grounded theory study to inform measure development.

PubMed

Levack, William M M; Boland, Pauline; Taylor, William J; Siegert, Richard J; Kayes, Nicola M; Fadyl, Joanna K; McPherson, Kathryn M

2014-05-15

To develop a theoretically sound, client-derived framework to underpin development of a measure reflecting the impact of traumatic brain injury (TBI) on a person's self-identity. Grounded theory, based on transcription of audio recordings from focus group meetings with people who have experienced TBI, analysed with constant comparative methods. 8 different urban and rural communities in New Zealand. 49 people (34 men, 15 women), 6 months to 36 years after mild-to-severe TBI. The central concept emerging from the data was that of desiring to be or having lost a sense of being an integrated and valued person. The three main subthemes were: (1) having a coherent, satisfying and complete sense of oneself, (2) respect, validation and acceptance by others and (3) having a valued place in the world. This study reinforces the notion that change in self-identity is an important aspect of life after TBI, and provides information on what this concept means to people with TBI. In order to scientifically evaluate relationships between self-identity and other aspects of health (eg, depression, quality of life), and to test the effect of interventions to address problems with self-identity after TBI, a quantitative tool for evaluation of this construct is required. Themes from this research provide a foundation for the development of a measure of self-identity grounded in the language and experience of people with TBI. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Reel Science: An Ethnographic Study of Girls' Science Identity Development In and Through Film

NASA Astrophysics Data System (ADS)

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.

Ward identity and basis tensor gauge theory at one loop

NASA Astrophysics Data System (ADS)

Chung, Daniel J. H.

2018-06-01

Basis tensor gauge theory (BTGT) is a reformulation of ordinary gauge theory that is an analog of the vierbein formulation of gravity and is related to the Wilson line formulation. To match ordinary gauge theories coupled to matter, the BTGT formalism requires a continuous symmetry that we call the BTGT symmetry in addition to the ordinary gauge symmetry. After classically interpreting the BTGT symmetry, we construct using the BTGT formalism the Ward identities associated with the BTGT symmetry and the ordinary gauge symmetry. For a way of testing the quantum stability and the consistency of the Ward identities with a known regularization method, we explicitly renormalize the scalar QED at one loop using dimensional regularization using the BTGT formalism.

Varieties of male-sexual-identity development in clinical practice: a neuropsychoanalytic model

PubMed Central

Stortelder, Frans

2014-01-01

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

From Passive Acceptance to Active Commitment: A Model of Feminist Identity Development for Women.

ERIC Educational Resources Information Center

Downing, Nancy E.; Roush, Kristin L.

1985-01-01

Presents a model of feminist identity development for women, derived, in part, from Cross's (1971) theory of Black identity development. The stages in this process include passive acceptance, revelation, embeddedness-emanation, synthesis, and active commitment. Implications of the model are outlined for women, nonsexist and feminist…

Brief Report: Do Peer Relationships Matter to Vietnamese Adolescents' and Young Adults' Development of Identity? Towards a Working Theory of Identity Development in a Changing Culture

ERIC Educational Resources Information Center

Nguyen, Huong; Cohen, Edward; Hines, Alice

2012-01-01

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…

Group processes in medical education: learning from social identity theory.

PubMed

Burford, Bryan

2012-02-01

The clinical workplace in which doctors learn involves many social groups, including representatives of different professions, clinical specialties and workplace teams. This paper suggests that medical education research does not currently take full account of the effects of group membership, and describes a theoretical approach from social psychology, the social identity approach, which allows those effects to be explored. The social identity approach has a long history in social psychology and provides an integrated account of group processes, from the adoption of group identity through a process of self-categorisation, to the biases and conflicts between groups. This paper outlines key elements of this theoretical approach and illustrates their relevance to medical education. The relevance of the social identity approach is illustrated with reference to a number of areas of medical education. The paper shows how research questions in medical education may be usefully reframed in terms of social identity in ways that allow a deeper exploration of the psychological processes involved. Professional identity and professionalism may be viewed in terms of self-categorisation rather than simply attainment; the salience of different identities may be considered as influences on teamwork and interprofessional learning, and issues in communication and assessment may be considered in terms of intergroup biases. Social identity theory provides a powerful framework with which to consider many areas of medical education. It allows disparate influences on, and consequences of, group membership to be considered as part of an integrated system, and allows assumptions, such as about the nature of professional identity and interprofessional tensions, to be made explicit in the design of research studies. This power to question assumptions and develop deeper and more meaningful research questions may be increasingly relevant as the nature and role of the medical profession change

Psychotherapists' spiritual, religious, atheist or agnostic identity and their practice of psychotherapy: a grounded theory study.

PubMed

Magaldi-Dopman, Danielle; Park-Taylor, Jennie; Ponterotto, Joseph G

2011-05-01

In this present grounded theory study, 16 experienced psychologists, who practiced from varied theoretical orientations and came from diverse religious/spiritual/nonreligious backgrounds, explored their personal religious/spiritual/nonreligious identity development journeys, their experiences with clients' religious/spiritual content in psychotherapy sessions, and how their identity may have influenced the way they interacted with religious/spiritual material during sessions. Results revealed that psychologists' spiritual/religious/nonreligious identity is conflicted and complex and that their academic and clinical training did not provide sufficient opportunity to examine how this may affect their therapeutic work. A tentative grounded theory emerged suggesting that psychologists both identified with and were activated by clients' spiritual/religious conflicts and their internal experiences about the spiritual/religious content, both of which presented significant challenges to therapeutic work.

Identity Development and Mentoring in Doctoral Education

ERIC Educational Resources Information Center

Hall, Leigh A.; Burns, Leslie D.

2009-01-01

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…

Theory and practice in the construction of professional identity in nursing students: a qualitative study.

PubMed

Arreciado Marañón, Antonia; Isla Pera, Ma Pilar

2015-07-01

The problem of nurses' professional identity continues to be seen in the disjunction between theoretical training and clinical placements. Moreover, it is not known how nursing students perceive these contradictions or how this discrepancy influences the construction of professional identity. To gain insight into nursing students' perception of their theoretical and practical training and how this training influences the process of constructing their professional identity. Qualitative, ethnographic study. Third-year nursing students at the l'Escola Universitària d'Infermeria Vall d'Hebron de Barcelona. Participant observation was conducted in the hospital setting and primary care. Discussion groups were held. The constant comparative method was used for the analysis. The study adhered to the criteria of credibility, transferability, dependability and confirmability. Students believed that both theoretical and practical trainings were indispensable. Nevertheless, clinical placements were considered essential to confer sense to the theory and to shape their identity, as they helped student nurses to experience their future professional reality and to compare it with what they had been taught in theoretical and academic classes. The role of the clinical placement mentor was essential. With regard to theory, the skills developed in problem-based learning gave novice nurses' confidence to approach the problems of daily practice and new situations. Equally, this approach taught them to reflect on what they did and what they were taught and this ability was transferred to the clinical setting. For students, both strategies (theory and practice) are vital to nursing education and the construction of a professional identity, although pride of place is given to clinical placements and mentors. The skills developed with problem-based learning favor active and reflective learning and are transferred to learning in the clinical setting. Copyright © 2015 Elsevier Ltd. All

Identity formation of occasional faculty developers in medical education: a qualitative study.

PubMed

O'Sullivan, Patricia S; Irby, David M

2014-11-01

Faculty developers play a crucial role in preparing faculty members for their instructional responsibilities. In some programs, faculty developers are clinicians and scientists who only occasionally conduct workshops. The authors examine the identity formation of such part-time faculty developers. From April 2012 through March 2012, structured interviews were conducted with full-time faculty members who, from 2007 to 2012, periodically volunteered to teach workshops in the University of California, San Francisco School of Medicine's faculty development program. This qualitative study used a modified grounded theory approach. The authors interviewed 29 occasional faculty developers who had 1 to 22 years of experience conducting faculty development programs. All faculty had an educator identity along with their professional identity. The additional faculty developer identity generally evolved over time and aligned with their identity in one of four ways: compartmentalized, hierarchical, parallel, or merged. Their roles as faculty developers enhanced their status in their work community and influenced the way they worked with others and advanced their careers. Faculty development influences the institutional culture, and the institutional culture supports faculty development. Most occasional faculty developers possessed a merged identity that developed over time and was moderated by the topic that they taught. Although experience contributed to this development, both junior and senior faculty developers could have a merged identity. Those who lead faculty development programs can use these findings to recruit and retain faculty developers.

Identity and Intimacy during Adolescence: Connections among Identity Styles, Romantic Attachment and Identity Commitment

ERIC Educational Resources Information Center

Kerpelman, Jennifer L.; Pittman, Joe F.; Cadely, Hans Saint-Eloi; Tuggle, Felicia J.; Harrell-Levy, Marinda K.; Adler-Baeder, Francesca M.

2012-01-01

Integration of adult attachment and psychosocial development theories suggests that adolescence is a time when capacities for romantic intimacy and identity formation are co-evolving. The current study addressed direct, indirect and moderated associations among identity and romantic attachment constructs with a diverse sample of 2178 middle…

The Causal Ordering of Prominence and Salience in Identity Theory: An Empirical Examination

PubMed Central

Brenner, Philip S.; Serpe, Richard T.; Stryker, Sheldon

2016-01-01

Identity theory invokes two distinct but related concepts, identity salience and prominence, to explain how the organization of identities that make up the self impacts the probability that a given identity is situationally enacted. However, much extant research has failed to clearly distinguish between salience and prominence, and their empirical relationship has not been adequately investigated, impeding a solid understanding of the significance and role of each in a general theory of the self. This study examines their causal ordering using three waves of panel data from 48 universities focusing on respondents’ identities as science students. Analyses strongly support a causal ordering from prominence to salience. We provide theoretical and empirical grounds to justify this ordering while acknowledging potential variation in its strength across identities. Finally, we offer recommendations about the use of prominence and salience when measures of one or both are available or when analyses use cross-sectional data. PMID:27284212

Gender identity development in adolescence.

PubMed

Steensma, Thomas D; Kreukels, Baudewijntje P C; de Vries, Annelou L C; Cohen-Kettenis, Peggy T

2013-07-01

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. Copyright © 2013 Elsevier Inc. All rights reserved.

Pilipino American Identity Development Model

ERIC Educational Resources Information Center

Nadal, Kevin L.

2004-01-01

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…

More similarities than differences in contemporary theories of social development?: a plea for theory bridging.

PubMed

Leaper, Campbell

2011-01-01

Many contemporary theories of social development are similar and/or share complementary constructs. Yet, there have been relatively few efforts toward theoretical integration. The present chapter represents a call for increased theory bridging. The problem of theoretical fragmentation in psychology is reviewed. Seven highlighted reasons for this predicament include differences between behavioral sciences and other sciences, theoretical paradigms as social identities, the uniqueness assumption, information overload, field fixation, linguistic fragmentation, and few incentives for theoretical integration. Afterward, the feasibility of theoretical synthesis is considered. Finally, some possible directions are proposed for theoretical integration among five contemporary theories of social and gender development: social cognitive theory, expectancy-value theory, cognitive-developmental theory, gender schema theory, and self-categorization theory.

Juggling identities of rheumatoid arthritis, motherhood and paid work - a grounded theory study.

PubMed

Feddersen, Helle; Mechlenborg Kristiansen, Tine; Tanggaard Andersen, Pernille; Hørslev-Petersen, Kim; Primdahl, Jette

2018-02-01

To explore how women with rheumatoid arthritis manage their illness, motherhood, and work life. A constructivist, grounded theory approach based on individual interviews and participant observations with 20 women with rheumatoid arthritis who participated in work life and had children living at home or were pregnant. After initial and focused coding Goffman's concepts of social identity were applied. A core category: "Juggling meaningful identities" and three conceptual categories were developed: (1) Work life as the strongest identity marker; (2) Motherhood: a two-sided act; (3) Living with rheumatoid arthritis as an identity? Paid work, motherhood, and illness are linked to the women's social identities. The women construct and change their identities in interactions with children, partners, other parents, colleagues, and employers. The women attribute the highest priority to their professional identity, spending the majority of their time and energy in an effort to appear as "good stable workers". The disease is seen as a hindrance in this regard, and the illness identity is almost completely rejected. In motherhood, the women prioritize close interaction with their children, and deprioritize external activities. Extended outbreaks of the disease and issues regarding the children force the women to deprioritize working life. Implications for rehabilitation Juggling meaningful identities of rheumatoid arthritis, motherhood, and paid work challenge women in managing their everyday lives. Therefore, rehabilitation professionals should support individuals to develop new strategies to manage the challenges they experience regarding juggling motherhood and work ability. Work is a dominant identity marker for women with rheumatoid arthritis therefore, rehabilitation professionals have an important role to play in investigating possible ways for the individual to maintain employment or return to work. Living with rheumatoid arthritis and being a paid worker challenge

Mom, dad, I'm straight: the coming out of gender ideologies in adolescent sexual-identity development.

PubMed

Striepe, Meg I; Tolman, Deborah L

2003-12-01

Little attention has been given to how femininity and masculinity ideologies impact sexual-identity development. Differentiating violations of conventional femininity and masculinity ideologies as part of an overt process of sexual-identity development in sexual-minority adolescents suggested the possibility of a parallel process among heterosexual adolescents. Based on feminist theory and analysis of heterosexual adolescents narratives about relationships, the importance of negotiating femininity and masculinity ideologies as part of sexual-identity development for all adolescents is described.

Components of Sexual Identity

ERIC Educational Resources Information Center

Shively, Michael G.; DeCecco, John P.

1977-01-01

This paper examines the four components of sexual identity: biological sex, gender identity, social sex-role, and sexual orientation. Theories about the development of each component and how they combine and conflict to form the individual's sexual identity are discussed. (Author)

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

NASA Astrophysics Data System (ADS)

Naidoo, Kara

2017-12-01

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the ways in which Susan's identity as a learner and teacher of science was influenced by her experiences in the course, and to describe how she made meaning of her transformative process. The following are the three theoretical themes: (1) learning contributes to identity development, (2) identity development is a dialogical process that occurs between individuals, not within individuals, and (3) social practice leads to transformations and transformations lead to the creation of new social practices. Within each theme, specific experiences in the science methods course are identified that influenced Susan's identity development as a teacher of science. Knowing how context and experiences influence identity development can inform design decisions concerning teacher education programs, courses, and experiences for candidates.

Assessment of identity development and identity diffusion in adolescence - Theoretical basis and psychometric properties of the self-report questionnaire AIDA.

PubMed

Goth, Kirstin; Foelsch, Pamela; Schlüter-Müller, Susanne; Birkhölzer, Marc; Jung, Emanuel; Pick, Oliver; Schmeck, Klaus

2012-07-19

In the continuing revision of Diagnostic and Statistical Manual (DSM-V) "identity" is integrated as a central diagnostic criterion for personality disorders (self-related personality functioning). According to Kernberg, identity diffusion is one of the core elements of borderline personality organization. As there is no elaborated self-rating inventory to assess identity development in healthy and disturbed adolescents, we developed the AIDA (Assessment of Identity Development in Adolescence) questionnaire to assess this complex dimension, varying from "Identity Integration" to "Identity Diffusion", in a broad and substructured way and evaluated its psychometric properties in a mixed school and clinical sample. Test construction was deductive, referring to psychodynamic as well as social-cognitive theories, and led to a special item pool, with consideration for clarity and ease of comprehension. Participants were 305 students aged 12-18 attending a public school and 52 adolescent psychiatric inpatients and outpatients with diagnoses of personality disorders (N = 20) or other mental disorders (N = 32). Convergent validity was evaluated by covariations with personality development (JTCI 12-18 R scales), criterion validity by differences in identity development (AIDA scales) between patients and controls. AIDA showed excellent total score (Diffusion: α = .94), scale (Discontinuity: α = .86; Incoherence: α = .92) and subscale (α = .73-.86) reliabilities. High levels of Discontinuity and Incoherence were associated with low levels in Self Directedness, an indicator of maladaptive personality functioning. Both AIDA scales were significantly different between PD-patients and controls with remarkable effect sizes (d) of 2.17 and 1.94 standard deviations. AIDA is a reliable and valid instrument to assess normal and disturbed identity in adolescents. Studies for further validation and for obtaining population norms are in progress and may provide

Identity Development in Deaf Adolescents

ERIC Educational Resources Information Center

Kunnen, E. Saskia

2014-01-01

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,…

Masculinity, male development, gender, and identity: modern and postmodern meanings.

PubMed

Phillips, Debby A

2006-05-01

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.

Lay theories of gender identity disorder.

PubMed

Furnham, Adrian; Sen, Radhika

2013-01-01

This study examined lay theories regarding gender identity disorder (GID). Pilot interviews were completed with participants (n = 10) regarding their views on possible causes and treatments of GID. Participants (mainly young British people and students; n = 124) then completed a questionnaire that was based on the interviews and a review of the salient literature on lay theories. As hypothesized, participants believed most in biomedical causes and treatments of GID. Factor analysis (with varimax rotation) identified 4 factors in relation to causes of GID: upbringing and personal factors, pregnancy and brain abnormalities, environmental factors, and biomedical causes. Five factors that were identified in relation to the cure/treatment of GID were psychological assistance and personal factors, extreme medical and behavioral changes, alternative therapies, external factors, and medical treatments. The results indicated that participants neither agreed nor strongly disagreed about causes and cures regarding GID, but that these beliefs were logically related. Limitations, particularly of sampling, were considered.

Lay Theories of Gender Identity Disorder

PubMed Central

Sen, Radhika

2013-01-01

This study examined lay theories regarding gender identity disorder (GID). Pilot interviews were completed with participants (n = 10) regarding their views on possible causes and treatments of GID. Participants (mainly young British people and students; n = 124) then completed a questionnaire that was based on the interviews and a review of the salient literature on lay theories. As hypothesized, participants believed most in biomedical causes and treatments of GID. Factor analysis (with varimax rotation) identified 4 factors in relation to causes of GID: upbringing and personal factors, pregnancy and brain abnormalities, environmental factors, and biomedical causes. Five factors that were identified in relation to the cure/treatment of GID were psychological assistance and personal factors, extreme medical and behavioral changes, alternative therapies, external factors, and medical treatments. The results indicated that participants neither agreed nor strongly disagreed about causes and cures regarding GID, but that these beliefs were logically related. Limitations, particularly of sampling, were considered. PMID:24059967

Becoming a Clinical Psychologist: Midlife Women's Narratives of Professional Identity Development

ERIC Educational Resources Information Center

Normoyle, Tre Marie

2009-01-01

This dissertation is a narrative study of the professional developmental experiences of women who were becoming clinical psychologists in midlife. The role of gender in professional identity development as described in gender socialization, the social construction of gender and developmental theories formed the conceptual basis for the study. I…

Exploring Leader Identity and Development.

PubMed

Priest, Kerry L; Middleton, Eric

2016-01-01

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. © 2016 Wiley Periodicals, Inc., A Wiley Company.

Developing a professional identity: student nurses in the workplace.

PubMed

Grealish, Laurie; Trevitt, Corinne

2005-01-01

This analysis of the academic and student discourse about learning in the practicum in one Australian pre-registration Bachelor of Nursing course is part of a larger study examining the professional identity of undergraduate students in three professional groups: nursing, teaching and engineering. The focus group discussion of six student nurses reveals that the theories learned in the classroom are only partially useful preparation for the relationships required to work as a nurse in a people-laden workplace; students struggle to create meaning about practices that are not consistent with classroom theory; and students require support as they develop an identity of a nurse through the embodiment of practice work. The findings from this group support the view that the traditional approach to learning, as expressed in the documentation for the final practicum experience, where knowledge is certain, context-free, and disciplinary or subject focused, is insufficient to assist student readiness for the world of work. Recommendations emerging from this analysis are related to the university and provides some evidence for others teaching in nursing programs to reconsider their practices.

Bridging Identities

ERIC Educational Resources Information Center

Deaux, Kay; Burke, Peter

2010-01-01

Sociology and psychology are no strangers in the theoretical world of self and identity. Early works by William James (1890), a psychologist, and George Herbert Mead (1934), a sociologist, are often taken as a starting point by investigators in both fields. In more recent years, with the development of a number of identity theories in both fields,…

Uncovering Black/African American and Latina/o students' motivation to learn science: Affordances to science identity development

NASA Astrophysics Data System (ADS)

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.

Teacher Educators: Their Identities, Sub-Identities and Implications for Professional Development

ERIC Educational Resources Information Center

Swennen, Anja; Jones, Ken; Volman, Monique

2010-01-01

In this article we address the question: "What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?" Like other professional identities, the identity of teacher educators is a construction of various…

Assessment of identity development and identity diffusion in adolescence - Theoretical basis and psychometric properties of the self-report questionnaire AIDA

PubMed Central

2012-01-01

Background In the continuing revision of Diagnostic and Statistical Manual (DSM-V) “identity” is integrated as a central diagnostic criterion for personality disorders (self-related personality functioning). According to Kernberg, identity diffusion is one of the core elements of borderline personality organization. As there is no elaborated self-rating inventory to assess identity development in healthy and disturbed adolescents, we developed the AIDA (Assessment of Identity Development in Adolescence) questionnaire to assess this complex dimension, varying from “Identity Integration” to “Identity Diffusion”, in a broad and substructured way and evaluated its psychometric properties in a mixed school and clinical sample. Methods Test construction was deductive, referring to psychodynamic as well as social-cognitive theories, and led to a special item pool, with consideration for clarity and ease of comprehension. Participants were 305 students aged 12–18 attending a public school and 52 adolescent psychiatric inpatients and outpatients with diagnoses of personality disorders (N = 20) or other mental disorders (N = 32). Convergent validity was evaluated by covariations with personality development (JTCI 12–18 R scales), criterion validity by differences in identity development (AIDA scales) between patients and controls. Results AIDA showed excellent total score (Diffusion: α = .94), scale (Discontinuity: α = .86; Incoherence: α = .92) and subscale (α = .73-.86) reliabilities. High levels of Discontinuity and Incoherence were associated with low levels in Self Directedness, an indicator of maladaptive personality functioning. Both AIDA scales were significantly different between PD-patients and controls with remarkable effect sizes (d) of 2.17 and 1.94 standard deviations. Conclusion AIDA is a reliable and valid instrument to assess normal and disturbed identity in adolescents. Studies for further validation and for

Pre-Service Teacher Cultural Identity Development

ERIC Educational Resources Information Center

Cunningham, Maurella Louise

2013-01-01

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…

Negotiating Contradictions in Developing Teacher Identity during the EAL Practicum in Australia

ERIC Educational Resources Information Center

Nguyen, Minh Hue

2017-01-01

This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and preservice teacher (PST) of English as an additional language (EAL), developed her professional identity during the practicum in an Australian secondary school. Drawing on activity theory, the study identified contradictions in Maria's practicum activity and…

Supporting Beginner Teacher Identity Development: External Mentors and the Third Space

ERIC Educational Resources Information Center

McIntyre, Joanna; Hobson, Andrew J.

2016-01-01

This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors…

The Embedded Self: A Social Networks Approach to Identity Theory

ERIC Educational Resources Information Center

Walker, Mark H.; Lynn, Freda B.

2013-01-01

Despite the fact that key sociological theories of self and identity view the self as fundamentally rooted in networks of interpersonal relationships, empirical research investigating how personal network structure influences the self is conspicuously lacking. To address this gap, we examine links between network structure and role identity…

Thoughts on the nature of identity: disorders of sex development and gender identity.

PubMed

Reiner, William G; Reiner, D Townsend

2011-10-01

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.

Multiple Dimensions of Teacher Identity Development from Pre-Service to Early Years of Teaching: A Longitudinal Study

ERIC Educational Resources Information Center

Hong, Ji; Greene, Barbara; Lowery, Jennifer

2017-01-01

Based on dialogical self theory framework that highlights three dimensions of identity construction (multiplicity vs. unity; social vs. individual; discontinuity vs. continuity), this study explored multiple aspects of teacher identity development over time, in relation to the unity of self, the way the social environment is negotiated, and the…

Relational identity theory: a systematic approach for transforming the emotional dimension of conflict.

PubMed

Shapiro, Daniel L

2010-10-01

Emotions are a vital dimension in conflicts among nation-states and communities affiliated by common ethnic, economic, or political interests. Yet the individuals most responsible for managing such conflicts--heads of state, CEOs, intellectual or religious leaders--are often blind to the psychological forces affecting their interests. During 20 years of international research, consulting, and teaching, I have developed a program for teaching thought leaders how to apply psychological principles to achieve their aims while also reducing negative outcomes such as violence, social upheaval, and economic displacement. In this article, I present relational identity theory (RIT), a theoretical and intellectual framework I have originated to help people understand and deal with key emotional dimensions of conflict management. I argue that national and communal bonds are essentially tribal in nature, and I describe how a tribe's unaddressed relational identity concerns make it susceptible to what I term the tribes effect, a rigidification of its relational identity. I provide strategies based on RIT for mitigating the tribes effect and thus enhancing global security. (c) 2010 APA, all rights reserved

Identity appropriateness and the structure of the theory of planned behaviour.

PubMed

Case, Philippa; Sparks, Paul; Pavey, Louisa

2016-03-01

In contrast to the cost-benefit, utility-based approach to decision-making implicit in models such as the theory of planned behaviour (TPB), the logic of appropriateness (March, 1994. A Primer on Decision Making: How decisions happen. New York, NY: The Free Press) describes decision-making in terms of heuristic decision rules that involve matching identities to situations. This research is the first to apply the logic of appropriateness in conjunction with the theoretical structure of the TPB and assessed whether a measure of identity appropriateness might independently predict adults' intentions to engage in binge drinking. In Study 1, participants (N = 197) completed questionnaires assessing attitudes, subjective norm, perceived behavioural control, past behaviour, and identity appropriateness in relation to binge drinking. Path analysis revealed an independent predictive effect of identity appropriateness on intentions in addition to an indirect effect via attitudes. In Study 2 (N = 179), a prospective measure of behaviour was included in a similar study: Identity appropriateness again predicted intentions independently of the extended TPB predictors. It was again also found to be a strong predictor of attitudes. We suggest that the notion of identity appropriateness may assist in explaining the capacity of measures of self-identity to predict people's behavioural intentions. © 2015 The British Psychological Society.

Smoker Identity Development among Adolescents who Smoke

PubMed Central

Hertel, Andrew W.; Mermelstein, Robin J.

2016-01-01

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

Identity processes and the positive youth development of African Americans: an explanatory framework.

PubMed

Swanson, Dena Phillips; Spencer, Margaret Beale; Dell'Angelo, Tabitha; Harpalani, Vinay; Spencer, Tirzah R

2002-01-01

This chapter presents Spencer's phenomenological variant of ecological systems theory, or PVEST (1995), as a conceptual framework for examining positive youth development. Contextual factors affecting racial and gender identity of African American youth are discussed, with the focus on the influence of schools and religious institutions.

The Development of Ethnic Identity in Adolescents.

ERIC Educational Resources Information Center

Phinney, Jean S.

This paper presents a model and some empirical research on the process of ethnic identity development beyond childhood. Several models of ethnic identity development among minorities share with Erikson the idea that an achieved identity is the result of an identity crisis, which involves a period of searching that leads to a commitment. In order…

Chicana and Black Feminisms: "Testimonios" of Theory, Identity, and Multiculturalism

ERIC Educational Resources Information Center

Saavedra, Cinthya M.; Perez, Michelle Salazar

2012-01-01

In this article, we examine our own "testimonios" inspired by Chicana and Black feminisms that have not only informed our research and teaching but have also helped us to make sense of our lives. We offer our "testimonios" related to theory, identity negotiations, and pedagogical concerns with teaching multiculturalism as a way to recognize and…

What Experiences in Medical School Trigger Professional Identity Development?

PubMed

Kay, Denise; Berry, Andrea; Coles, Nicholas A

2018-04-02

Phenomenon: This qualitative inquiry used conceptual change theory as a theoretical lens to illuminate experiences in medical school that trigger professional identity formation. According to conceptual change theory, changes in personal conceptualizations are initiated when cognitive disequilibrium is introduced. We sought to identify the experiences that trigger cognitive disequilibrium and to subsequently describe students' perceptions of self-in-profession prior to the experience; the nature of the experience; and, when applicable, the outcomes of the experience. This article summarizes findings from portions of data collected in a larger qualitative study conducted at a new medical school in the United States that utilizes diverse pedagogies and experiences to develop student knowledge, clinical skills, attitudes, and dispositions. Primary data sources included focus groups and individual interviews with students across the 4 years of the curriculum (audio data). Secondary data included students' comments from course and end-of-year evaluations for the 2013-2017 classes (text data). Data treatment tools available in robust qualitative software, NVivo 10, were utilized to expedite coding of both audio and text data. Content analysis was adopted as the analysis method for both audio and text data. We identified four experiences that triggered cognitive disequilibrium in relationship to students' perceptions of self-in-profession: (a) transition from undergraduate student to medical student, (b) clinical experiences in the preclinical years, (c) exposure to the business of medicine, and (d) exposure to physicians in clinical practice. Insights: We believe these experiences represent vulnerable periods of professional identity formation during medical school. Educators interested in purposefully shaping curriculum to encourage adaptive professional identity development during medical school may find it useful to integrate educational interventions that assist

The Relationship between Student Leaders' Constructive Development, Their Leadership Identity, and Their Understanding of Leadership

ERIC Educational Resources Information Center

Sessa, Valerie I.; Ploskonka, Jillian; Alvarez, Elphys L.; Dourdis, Steven; Dixon, Christopher; Bragger, Jennifer D.

2016-01-01

The purpose of our research was to use Day, Harrison, and Halpin's, (2009) theory of leadership development as a premise to investigate how students' constructive development is related to their leader identity development and understanding of leadership. Baxter Magolda's Model of Epistemological Reflection (MER, 1988, 2001) was used to understand…

Ethnic Identity in Everyday Life: The Influence of Identity Development Status

PubMed Central

Yip, Tiffany

2013-01-01

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 5 times a day for 1 week. Cluster analyses revealed 4 identity clusters: diffused, foreclosed, moratorium, achieved. Achieved adolescents reported the highest levels of identity salience across situations, followed by moratorium adolescents. Achieved and moratorium adolescents also reported a positive association between identity salience and private regard. For foreclosed and achieved adolescents reporting low levels of centrality, identity salience was associated with lower private regard. For foreclosed and achieved adolescents reporting high levels of centrality, identity salience was associated with higher private regard. PMID:23581701

Identity configurations: a new perspective on identity formation in contemporary society.

PubMed

Schachter, Elli P

2004-02-01

This paper deals with the theoretical construct of "identity configuration." It portrays the different possible ways in which individuals configure the relationship among potentially conflicting identifications in the process of identity formation. In order to explicate these configurations, I analyzed narratives of identity development retold by individuals describing personal identity conflicts that arise within a larger context of sociocultural conflict. Thirty Jewish modern orthodox young adults were interviewed regarding a potentially conflictual identity issue (i.e. their religious and sexual development). Their deliberations, as described in the interviews, were examined, and four different configurations were identified: a configuration based on choice and suppression; an assimilative and synthesizing configuration; a confederacy of identifications; and a configuration based on the thrill of dissonance. The different configurations are illustrated through exemplars, and the possible implications of the concept of "configuration" for identity theory are discussed.

A theory of frequency domain invariants: spherical harmonic identities for BRDF/lighting transfer and image consistency.

PubMed

Mahajan, Dhruv; Ramamoorthi, Ravi; Curless, Brian

2008-02-01

This paper develops a theory of frequency domain invariants in computer vision. We derive novel identities using spherical harmonics, which are the angular frequency domain analog to common spatial domain invariants such as reflectance ratios. These invariants are derived from the spherical harmonic convolution framework for reflection from a curved surface. Our identities apply in a number of canonical cases, including single and multiple images of objects under the same and different lighting conditions. One important case we consider is two different glossy objects in two different lighting environments. For this case, we derive a novel identity, independent of the specific lighting configurations or BRDFs, that allows us to directly estimate the fourth image if the other three are available. The identity can also be used as an invariant to detecttampering in the images. While this paper is primarily theoretical, it has the potential to lay the mathematical foundations for two important practical applications. First, we can develop more general algorithms for inverse rendering problems, which can directly relight and change material properties by transferring the BRDF or lighting from another object or illumination. Second, we can check the consistency of an image, to detect tampering or image splicing.

Chi Sigma Iota Chapter Leadership and Professional Identity Development in Early Career Counselors

ERIC Educational Resources Information Center

Luke, Melissa; Goodrich, Kristopher M.

2010-01-01

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…

Identity Statuses in Upper-Division Physics Students

ERIC Educational Resources Information Center

Irving, Paul W.; Sayre, Eleanor C.

2016-01-01

We use the theories of identity statuses and communities of practice to describe three different case studies of students finding their paths through undergraduate physics and developing a physics subject-specific identity. Each case study demonstrates a unique path that reinforces the link between the theories of communities of practice and…

Sibling differentiation, identity development, and the lateral dimension of psychic life.

PubMed

Vivona, Jeanine M

2007-01-01

The lateral dimension of psychic life, lived through relationships with siblings and their substitutes, is structured around a distinct psychic challenge: to find one's unique place in a world of similar others. Like the challenge that structures the vertical parent-child dimension, the lateral challenge is fraught with conflict and ambivalence; its resolution imbues psychic structure. That resolution may be accomplished through a process of differentiation, an active and unconscious process of identity development by which a child amplifies differences with siblings and minimizes similarities. Differentiation from siblings serves to mitigate interpersonal rivalry with them and to ease internal conflict associated with the lateral dimension. Three clinical examples are offered to illustrate the operation of sibling differentiation and its costs, particularly in terms of constricted identity and attenuated relationships with siblings and peers. Differentiation as a process of becoming what the other is not has been eclipsed by identification in psychoanalytic theories of identity development. Yet differentiation is a common strategy for resolving the primary rivalries and conflicts of the lateral dimension, and has unique developmental and clinical implications.

Racial Identity and the Development of Body Image Issues among African American Adolescent Girls

ERIC Educational Resources Information Center

Hesse-Biber, Sharlene Nagy; Howling, Stephanie A.; Leavy, Patricia; Lovejoy, Meg

2004-01-01

This study focuses on the impact of race, and its intersection with gender, in influencing and/or preventing the development of disordered body image. Specifically, Black samples are examined to see the role that racial identity plays in the process of developing such attitudes. Using qualitative data analysis methods rooted in grounded theory,…

Why do I dread looking old?: A test of social identity theory, terror management theory, and the double standard of aging.

PubMed

Chonody, Jill M; Teater, Barbra

2016-01-01

Outward appearance is one of the means by which age is determined, and fear of looking old may stem from fears about social identity and death. This study explored how social identity theory and terror management theory may help to explain the dread of looking old. University students from the United States, England, and Australia (N = 1,042) completed a questionnaire regarding their attitudes about aging and older adults. Results indicated that sex, age, beliefs about personal aging, and death anxiety explained 30.4% of the variance for participants' dread of looking old. Theoretical hypotheses were supported by our findings.

Examining Women's Alcohol Consumption: The Theory of Planned Behavior and Self-Identity.

PubMed

Haydon, Helen M; Obst, Patricia L; Lewis, Ioni

2018-01-02

Changing trends demonstrate that women, in several economically developed countries, are drinking at higher levels than ever before. This study applied an extended Theory of Planned Behavior (TPB), including self-identity, to examine women's intentions to consume alcohol. Women (N = 1069) aged 18-87 years, completed a questionnaire measuring their intentions to engage in binge drinking and frequent drinking. As research indicates that drinking trends are a function of age, hierarchical multiple regressions were conducted separately for four age groups (18-24, 25-34, 35-44, 45, and above). Results supported the predictive utility of the TPB, (particularly Attitudes and Perceived Behavioral Control). Across the age groups, the final models explained between 48% and 62% of the variance in intentions to binge drink and between 33% and 51% of the variance in intentions to drink frequently. Subjective norms were significant associated with the youngest group (18-24 years) and the oldest group (45+ years). Self-identity was significantly associated with intentions to binge drink in younger women. Implications are discussed with regard to the predictive utility of an extended TPB to include self-identity in determining women's intentions to consume alcohol. Key factors that influence women's decisions to engage in risky drinking behaviors have been underlined to inform future interventions.

Infinite Set of Soft Theorems in Gauge-Gravity Theories as Ward-Takahashi Identities

NASA Astrophysics Data System (ADS)

Hamada, Yuta; Shiu, Gary

2018-05-01

We show that the soft photon, gluon, and graviton theorems can be understood as the Ward-Takahashi identities of large gauge transformation, i.e., diffeomorphism that does not fall off at spatial infinity. We found infinitely many new identities which constrain the higher order soft behavior of the gauge bosons and gravitons in scattering amplitudes of gauge and gravity theories. Diagrammatic representations of these soft theorems are presented.

Becoming physics people: Development of integrated physics identity through the Learning Assistant experience

NASA Astrophysics Data System (ADS)

Close, Eleanor W.; Conn, Jessica; Close, Hunter G.

2016-06-01

[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.

A Critical Praxis: Narrowing the Gap between Identity, Theory, and Practice

ERIC Educational Resources Information Center

Waller, Laurel; Wethers, Kinsey; De Costa, Peter I.

2017-01-01

Praxis is the balance of pedagogical theory and practice. This literature review explores praxis from a critical lens in terms of identity for both students and teachers. The authors center their framework on Hawkins and Norton's (2009) five principles for critical language teaching. The first principle relates to the situated nature of the…

An examination of the identity development of African American undergraduate engineering students attending an HBCU

NASA Astrophysics Data System (ADS)

Taylor, Kenneth J.

This study examined the identity development for a sample of 90 African American undergraduate engineering male and female students attending an HBCU. Using the Student Development Task and Lifestyle Assessment (SDTLA), which is based on Chickering and Reisser's identity development theory, differences in identity development were examined with respect to gender, academic classification, and grade point average. Previous research has shown the need to look beyond academic factors to understand and influence the persistence of African American engineering students. Non-cognitive factors, including identity development have proven to be influential in predicting persistence, especially for African American engineering students. Results from the analysis revealed significant means for academic classification and five of the dependent variables to include career planning peer relations, emotional autonomy, educational involvement, and establishing and clarifying purpose. Post hoc analysis confirmed significant differences for four of those dependent variables. However, the analysis failed to confirm statistical significant differences in peer relations due to academic classification. The significant decline in the mean scores for development in these four areas, as students progressed from sophomore to senior year revealed strong implications for the need to provide programming and guidance for those students. Institutions of higher education should provide more attention to the non-cognitive areas of development as a means of understanding identity development and working toward creating support systems for students.

Exploring the perceptions and experiences of community health workers using role identity theory.

PubMed

Mlotshwa, Langelihle; Harris, Bronwyn; Schneider, Helen; Moshabela, Mosa

2015-01-01

Community health workers (CHWs) are an integral resource in many health systems, particularly in resource-poor settings. Their identities--'who' they are--play an important role in their hiring, training, and retention. We explore the perceptions, experiences, and identities of CHWs as they adopt a CHW role in rural South Africa, using 'role identity theory'. From April to December 2010, we conducted 18 semi-structured interviews with CHWs volunteering in non-governmental home-based care (HBC) organisations in one rural sub-district in South Africa. The role identity theory framework was used to understand the work of CHWs within their communities, addressing themes, such as entry into, and nature of, caring roles, organisational support, state resourcing, and community acceptability. A thematic content analysis was used to analyse the collected data. The study found that CHWs usually begin their 'caring work' before they formally join HBC organisations, by caring for children, neighbours, mothers, fathers, friends, and the community in some way. CHWs felt that becoming a health worker provided an elevated status within the community, but that it often led community members to believe they were able to control resources. The key role identities assumed by CHWs, as they sought to meet patients' and their own needs, were a complex mix of community 'insider', 'outsider', and 'broker'. Each of these role identities served as a unique way to position, from the CHW's perspective, themselves and the community, given the diversity of needs and expectations. These role identities reveal the tensions CHWs face as 'insider' members of the community and yet at times being treated as 'outsiders', who might be regarded with suspicion, and at the same time, appreciated for the resources that they might possess. Understanding role identities, and how best to support them, may contribute to strategies of retention and sustainability of CHW programmes, as their formalisation in

Professional development in person: identity and the construction of teaching within a high school science department

NASA Astrophysics Data System (ADS)

Deneroff, Victoria

2016-06-01

This is a narrative inquiry into the role of professional development in the construction of teaching practice by an exemplary urban high school science teacher. I collected data during 3 years of ethnographic participant observation in Marie Gonzalez's classroom. Marie told stories about her experiences in ten years of professional development focused on inquiry science teaching. I use a social practice theory lens to analyze my own stories as well as Marie's. I make the case that science teaching is best understood as mediated by socially-constructed identities rather than as the end-product of knowledge and beliefs. The cognitive paradigm for understanding teachers' professional learning fails to consistently produce transformations of teaching practice. In order to design professional development with science teachers that is generative of new knowledge, and is self-sustaining, we must understand how to build knowledge of how to problematize identities and consciously use social practice theory.

Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

PubMed

Sawatsky, Adam P; Nordhues, Hannah C; Merry, Stephen P; Bashir, M Usmaan; Hafferty, Frederic W

2018-03-27

International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001-2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

Dynamical theory of single-photon transport in a one-dimensional waveguide coupled to identical and nonidentical emitters

NASA Astrophysics Data System (ADS)

Liao, Zeyang; Nha, Hyunchul; Zubairy, M. Suhail

2016-11-01

We develop a general dynamical theory for studying a single-photon transport in a one-dimensional (1D) waveguide coupled to multiple emitters which can be either identical or nonidentical. In this theory, both the effects of the waveguide and non-waveguide vacuum modes are included. This theory enables us to investigate the propagation of an emitter excitation or an arbitrary single-photon pulse along an array of emitters coupled to a 1D waveguide. The dipole-dipole interaction induced by the non-waveguide modes, which is usually neglected in the literature, can significantly modify the dynamics of the emitter system as well as the characteristics of the output field if the emitter separation is much smaller than the resonance wavelength. Nonidentical emitters can also strongly couple to each other if their energy difference is less than or of the order of the dipole-dipole energy shift. Interestingly, if their energy difference is close but nonzero, a very narrow transparency window around the resonance frequency can appear which does not occur for identical emitters. This phenomenon may find important applications in quantum waveguide devices such as optical switches and ultranarrow single-photon frequency comb generator.

Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students.

PubMed

Baldwin, A; Mills, J; Birks, M; Budden, L

2017-12-01

Role modelling by experienced nurses, including nurse academics, is a key factor in the process of preparing undergraduate nursing students for practice, and may contribute to longevity in the workforce. A grounded theory study was undertaken to investigate the phenomenon of nurse academics' role modelling for undergraduate students. The study sought to answer the research question: how do nurse academics role model positive professional behaviours for undergraduate students? The aims of this study were to: theorise a process of nurse academic role modelling for undergraduate students; describe the elements that support positive role modelling by nurse academics; and explain the factors that influence the implementation of academic role modelling. The study sample included five second year nursing students and sixteen nurse academics from Australia and the United Kingdom. Data was collected from observation, focus groups and individual interviews. This study found that in order for nurse academics to role model professional behaviours for nursing students, they must reconcile their own professional identity. This paper introduces the theory of reconciling professional identity and discusses the three categories that comprise the theory, creating a context for learning, creating a context for authentic rehearsal and mirroring identity. Copyright © 2017 Elsevier Ltd. All rights reserved.

Bianchi identities and the automatic conservation of energy-momentum and angular momentum in general-relativistic field theories

NASA Astrophysics Data System (ADS)

Hehl, Friedrich W.; McCrea, J. Dermott

1986-03-01

Automatic conservation of energy-momentum and angular momentum is guaranteed in a gravitational theory if, via the field equations, the conservation laws for the material currents are reduced to the contracted Bianchi identities. We first execute an irreducible decomposition of the Bianchi identities in a Riemann-Cartan space-time. Then, starting from a Riemannian space-time with or without torsion, we determine those gravitational theories which have automatic conservation: general relativity and the Einstein-Cartan-Sciama-Kibble theory, both with cosmological constant, and the nonviable pseudoscalar model. The Poincaré gauge theory of gravity, like gauge theories of internal groups, has no automatic conservation in the sense defined above. This does not lead to any difficulties in principle. Analogies to 3-dimensional continuum mechanics are stressed throughout the article.

Using Queer Theory to Explore Lesbian College Students' Multiple Dimensions of Identity

ERIC Educational Resources Information Center

Abes, Elisa S.; Kasch, David

2007-01-01

By introducing queer theory to Abes and Jones's (2004) constructivist narrative inquiry of lesbian college students' perceptions of their multiple identities, we retell the developmental narrative of one participant's negotiation of her sexuality, religion, gender, and social class. This queer retelling of a developmental story shows how…

Self-identity and the theory of planned behaviour: between- and within-participants analyses.

PubMed

Hagger, Martin S; Chatzisarantis, Nikos L D

2006-12-01

Two studies addressed the hypothesis that a minority of people are more oriented towards their self-identity when forming intentions to act than the traditional antecedents of intentional action; attitudes, subjective norms and perceived behavioural control (PBC). In Study 1, participants (N=241) completed measures of an augmented version of theory of planned behaviour (TPB) that included self-identity for 30 behaviours. Using within-participants multiple regression analyses, the sample was classified into self-identity-oriented (SI-oriented) and TPB-oriented groups. Between-participants multiple regression analyses revealed that self-identity was a significantly stronger predictor of intentions and accounted for significantly more incremental variance in intentions in the SI-oriented sample compared with the TPB-oriented sample across the 30 behaviours. In Study 2, participants (N=250) completed the same TPB and self-identity measures used in Study 1 as well as measures of generalized self-concept and social physique anxiety for dieting behaviour. Results indicated that self-identity was significantly associated with the generalized self-related measures, and self-concept and social physique anxiety moderated the self-identity-intention relationship. This investigation provides some preliminary evidence to support the effect of individual differences in self-identity on the formation of intentions to act.

Racial and gender identity among Black adolescent males: an intersectionality perspective.

PubMed

Rogers, Leoandra Onnie; Scott, Marc A; Way, Niobe

2015-01-01

A considerable amount of social identity research has focused on race and racial identity, while gender identity, particularly among Black adolescents, remains underexamined. The current study used survey data from 183 Black adolescent males (13-16 years old) to investigate the development and relation between racial and gender identity centrality and private regard, and how these identities impact adjustment over time. It was found that dimensions of racial and gender identity were strongly correlated. Levels of racial centrality increased over time while gender centrality, and racial and gender private regard declined. In addition, racial and gender identity uniquely contributed to higher levels of psychological well-being and academic adjustment. These findings are discussed within the context of existing identity theories and intersectionality theory. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Listening to their voices: Exploring mathematics-science identity development of African American males in an urban school community

NASA Astrophysics Data System (ADS)

Wilson, Kimi Leemar

experiences impact mathematics-science identity development. The goal of the study seeks to inform educational, psychological and sociological theory about how urban adolescent African American males understand, develop and make use of their mathematics and science knowledge. Finally, this work seeks to inform mathematics and science educational research to include identity theory, beyond a personal or individual identity perspective, but also to include relational, collective, and material identity components to understand how the culture of mathematics and science within and outside of K-12 public schooling impacts African American males in an endeavor to become learners of mathematics and science.

Identity Theory as a Guide to Understanding Fathers' Involvement with Their Children.

ERIC Educational Resources Information Center

Rane, Thomas R.; McBride, Brent A.

2000-01-01

Using identity theory to explore father's involvement with their children, 89 married couples with preschool children completed questionnaires and interviews on how involved they were in child-rearing activities. Results indicated that fathers did not differ on any involvement measures. However, fathers who considered the nurturing role highly…

Boundary charges and integral identities for solitons in (d + 1)-dimensional field theories

NASA Astrophysics Data System (ADS)

Gudnason, Sven Bjarke; Gao, Zhifeng; Yang, Yisong

2017-12-01

We establish a 3-parameter family of integral identities to be used on a class of theories possessing solitons with spherical symmetry in d spatial dimensions. The construction provides five boundary charges that are related to certain integrals of the profile functions of the solitons in question. The framework is quite generic and we give examples of both topological defects (like vortices and monopoles) and topological textures (like Skyrmions) in 2 and 3 dimensions. The class of theories considered here is based on a kinetic term and three functionals often encountered in reduced Lagrangians for solitons. One particularly interesting case provides a generalization of the well-known Pohozaev identity. Our construction, however, is fundamentally different from scaling arguments behind Derrick's theorem and virial relations. For BPS vortices, we find interestingly an infinity of integrals simply related to the topological winding number.

Brief Report: Engagement in Sport and Identity Status

ERIC Educational Resources Information Center

Busseri, Michael A.; Costain, Kelly A.; Campbell, Kelly M.; Rose-Krasnor, Linda; Evans, Jennifer

2011-01-01

Drawing on identity development theory, the connection between engagement in sport and identity status was examined. First-year undergraduates (n = 116 sport-involved youth; 67% women; mean age = 18.58 yrs) completed measures of interpersonal and ideological identity status (achievement, moratorium, diffusion, foreclosure), along with behavioral…

Teacher Identity and Numeracy: Developing an Analytic Lens for Understanding Numeracy Teacher Identity

ERIC Educational Resources Information Center

Bennison, Anne; Goos, Merrilyn

2013-01-01

This paper reviews recent literature on teacher identity in order to propose an operational framework that can be used to investigate the formation and development of numeracy teacher identities. The proposed framework is based on Van Zoest and Bohl's (2005) framework for mathematics teacher identity with a focus on those characteristics thought…

Optimal Experience and Optimal Identity: A Multinational Study of the Associations Between Flow and Social Identity

PubMed Central

Mao, Yanhui; Roberts, Scott; Pagliaro, Stefano; Csikszentmihalyi, Mihaly; Bonaiuto, Marino

2016-01-01

Eudaimonistic identity theory posits a link between activity and identity, where a self-defining activity promotes the strength of a person’s identity. An activity engaged in with high enjoyment, full involvement, and high concentration can facilitate the subjective experience of flow. In the present paper, we hypothesized in accordance with the theory of psychological selection that beyond the promotion of individual development and complexity at the personal level, the relationship between flow and identity at the social level is also positive through participation in self-defining activities. Three different samples (i.e., American, Chinese, and Spanish) filled in measures for flow and social identity, with reference to four previously self-reported activities, characterized by four different combinations of skills (low vs. high) and challenges (low vs. high). Findings indicated that flow was positively associated with social identity across each of the above samples, regardless of participants’ gender and age. The results have implications for increasing social identity via participation in self-defining group activities that could facilitate flow. PMID:26924995

Optimal Experience and Optimal Identity: A Multinational Study of the Associations Between Flow and Social Identity.

PubMed

Mao, Yanhui; Roberts, Scott; Pagliaro, Stefano; Csikszentmihalyi, Mihaly; Bonaiuto, Marino

2016-01-01

Eudaimonistic identity theory posits a link between activity and identity, where a self-defining activity promotes the strength of a person's identity. An activity engaged in with high enjoyment, full involvement, and high concentration can facilitate the subjective experience of flow. In the present paper, we hypothesized in accordance with the theory of psychological selection that beyond the promotion of individual development and complexity at the personal level, the relationship between flow and identity at the social level is also positive through participation in self-defining activities. Three different samples (i.e., American, Chinese, and Spanish) filled in measures for flow and social identity, with reference to four previously self-reported activities, characterized by four different combinations of skills (low vs. high) and challenges (low vs. high). Findings indicated that flow was positively associated with social identity across each of the above samples, regardless of participants' gender and age. The results have implications for increasing social identity via participation in self-defining group activities that could facilitate flow.

Identity Formation in Career Development for Gifted Women.

ERIC Educational Resources Information Center

Phelps, Christine E.

1991-01-01

Necessary developmental tasks concerned with identity development of gifted college women include developing competence, managing emotions, developing autonomy, establishing identity, freeing interpersonal relationships, developing purpose, and developing integrity. These issues may be used as counseling interventions to raise career aspirations.…

Co-Identity with Son Is Core Component in Father's Development: Same-Gendered Father/Son Relationships Foster Relational Development in Fathers

ERIC Educational Resources Information Center

Watson-Phillips, Carol

2017-01-01

What is the crucible of a father's relationally transformative growth in connection with his sons? In this article, the author first contextualizes relational theory, and then explores the idea that co-identity with a son provides the mortar and pestle for a father's development in same-gendered relationships. In connection with his son, a father…

Characteristics of place identity as part of professional identity development among pre-service teachers

NASA Astrophysics Data System (ADS)

Gross, Michal; Hochberg, Nurit

2016-12-01

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.

Identity Development in the Late Twenties: A Never Ending Story

ERIC Educational Resources Information Center

Carlsson, Johanna; Wängqvist, Maria; Frisén, Ann

2015-01-01

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…

Voices of Identity and Responsibility: A Description of the Development of Identity, Using Cross' Theory of Nigrescence, and the Manifestation of Responsibility among African-American Urban School Principals

ERIC Educational Resources Information Center

Byrd, Clavon, Sr.

2009-01-01

This research described the retrospective formation of identity and manifestation of responsibility of four African-American female leaders who served as urban school principals. Cross (1971, 1991) determined that African-Americans undergo a four step process of identity development that he coined Nigrescence. Within these four stages of identity…

Developing a workable teacher identity: Building and negotiating identity within a professional network

NASA Astrophysics Data System (ADS)

Rostock, Roseanne

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

Inquiry identity and science teacher professional development

NASA Astrophysics Data System (ADS)

Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

2016-06-01

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.

Spiritual Identity in Israeli Religious Male Adolescents: Observations and Educational Implications

ERIC Educational Resources Information Center

Fisherman, Shraga

2002-01-01

Based on Herbert's (1987) theory of ego identity development and on interviews of hundreds of Israeli religious male adolescents and young adults who were raised and educated in religious society and later left the fold, this article presents a model of development of religious identity. Three levels of religious identity development--healthy,…

Social Usefulness: Theory and Evidence Concerning a Late Life Identity Construct.

PubMed

Gottlieb, Benjamin H; Sevigny, Andrée

2016-10-01

To clarify the construct of social usefulness by merging several influential theoretical perspectives on the findings of a qualitative investigation of late life prosociality. In-depth interviews with 20 older adults probed the meaning and psychological significance of the socially useful relationships they maintained with people and organizations. Based on identity theory, the thematic analysis yielded nine classes and more than 100 distinct properties of social usefulness. Self-determination theory was employed to organize and interpret the findings in relation to older adults' needs for relatedness, autonomy, and competence. Also addressed are the study's implications for multidimensional measurement of social usefulness in future epidemiological and psychosocial studies. © The Author(s) 2016.

Characteristics of Place Identity as Part of Professional Identity Development among Pre-Service Teachers

ERIC Educational Resources Information Center

Gross, Michal; Hochberg, Nurit

2016-01-01

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…

The Idea of National HRD: An Analysis Based on Economics and Theory Development Methodology

ERIC Educational Resources Information Center

Wang, Greg G.; Swanson, Richard A.

2008-01-01

Recent human resource development (HRD) literature focuses attention on national HRD (NHRD) research and represents problems in both HRD identity and research methodology. Based on a review of development economics and international development literature, this study analyzes the existing NHRD literature with respect to the theory development…

Identity development in adolescents with mental problems.

PubMed

Jung, Emanuel; Pick, Oliver; Schlüter-Müller, Susanne; Schmeck, Klaus; Goth, Kirstin

2013-07-31

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. 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. 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. 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.

How queer!--the development of gender identity and sexual orientation in LGBTQ-headed families.

PubMed

Istar Lev, Arlene

2010-09-01

This paper focuses on the impact of heteronormativity on research and clinical theory, utilizing the case of a lesbian couple with a young gender dysphoric child as a backdrop to discuss the contextual unfolding of gender development within a lesbian parented family. The extant research on LGBTQ-headed families has minimized the complexity of children's developing gender identity and sexual orientation living in queer families, and has been guided by heteronormative assumptions that presume a less optimal outcome if the children of LGBTQ parents are gay or transgender themselves. This article challenges family therapists to recognize the enormous societal pressure on LGBTQ parents to produce heterosexual, gender-normative children, and the expectations on their children, especially those questioning their own sex or gender identities. 2010 © FPI, Inc.

Universality of Schmidt decomposition and particle identity

NASA Astrophysics Data System (ADS)

Sciara, Stefania; Lo Franco, Rosario; Compagno, Giuseppe

2017-03-01

Schmidt decomposition is a widely employed tool of quantum theory which plays a key role for distinguishable particles in scenarios such as entanglement characterization, theory of measurement and state purification. Yet, its formulation for identical particles remains controversial, jeopardizing its application to analyze general many-body quantum systems. Here we prove, using a newly developed approach, a universal Schmidt decomposition which allows faithful quantification of the physical entanglement due to the identity of particles. We find that it is affected by single-particle measurement localization and state overlap. We study paradigmatic two-particle systems where identical qubits and qutrits are located in the same place or in separated places. For the case of two qutrits in the same place, we show that their entanglement behavior, whose physical interpretation is given, differs from that obtained before by different methods. Our results are generalizable to multiparticle systems and open the way for further developments in quantum information processing exploiting particle identity as a resource.

Universality of Schmidt decomposition and particle identity

PubMed Central

Sciara, Stefania; Lo Franco, Rosario; Compagno, Giuseppe

2017-01-01

Schmidt decomposition is a widely employed tool of quantum theory which plays a key role for distinguishable particles in scenarios such as entanglement characterization, theory of measurement and state purification. Yet, its formulation for identical particles remains controversial, jeopardizing its application to analyze general many-body quantum systems. Here we prove, using a newly developed approach, a universal Schmidt decomposition which allows faithful quantification of the physical entanglement due to the identity of particles. We find that it is affected by single-particle measurement localization and state overlap. We study paradigmatic two-particle systems where identical qubits and qutrits are located in the same place or in separated places. For the case of two qutrits in the same place, we show that their entanglement behavior, whose physical interpretation is given, differs from that obtained before by different methods. Our results are generalizable to multiparticle systems and open the way for further developments in quantum information processing exploiting particle identity as a resource. PMID:28333163

Universality of Schmidt decomposition and particle identity.

PubMed

Sciara, Stefania; Lo Franco, Rosario; Compagno, Giuseppe

2017-03-23

Schmidt decomposition is a widely employed tool of quantum theory which plays a key role for distinguishable particles in scenarios such as entanglement characterization, theory of measurement and state purification. Yet, its formulation for identical particles remains controversial, jeopardizing its application to analyze general many-body quantum systems. Here we prove, using a newly developed approach, a universal Schmidt decomposition which allows faithful quantification of the physical entanglement due to the identity of particles. We find that it is affected by single-particle measurement localization and state overlap. We study paradigmatic two-particle systems where identical qubits and qutrits are located in the same place or in separated places. For the case of two qutrits in the same place, we show that their entanglement behavior, whose physical interpretation is given, differs from that obtained before by different methods. Our results are generalizable to multiparticle systems and open the way for further developments in quantum information processing exploiting particle identity as a resource.

Effective leadership in salient groups: revisiting leader-member exchange theory from the perspective of the social identity theory of leadership.

PubMed

Hogg, Michael A; Martin, Robin; Epitropaki, Olga; Mankad, Aditi; Svensson, Alicia; Weeden, Karen

2005-07-01

Two studies compared leader-member exchange (LMX) theory and the social identity theory of leadership. Study 1 surveyed 439 employees of organizations in Wales, measuring work group salience, leader-member relations, and perceived leadership effectiveness. Study 2 surveyed 128 members of organizations in India, measuring identification not salience and also individualism/collectivism. Both studies provided good support for social identity predictions. Depersonalized leader-member relations were associated with greater leadership effectiveness among high-than low-salient groups (Study 1) and among high than low identifiers (Study 2). Personalized leadership effectiveness was less affected by salience (Study 1) and unaffected by identification (Study 2). Low-salience groups preferred personalized leadership more than did high-salience groups (Study 1). Low identifiers showed no preference but high identifiers preferred depersonalized leadership (Study 2). In Study 2, collectivists did not prefer depersonalized as opposed to personalized leadership, whereas individualists did, probably because collectivists focus more on the relational self.

Peer-group affiliation and adolescent self-esteem: an integration of ego-identity and symbolic-interaction theories.

PubMed

Brown, B B; Lohr, M J

1987-01-01

To evaluate expectations derived from ego-identity theory and symbolic-interaction theories about the association between self-concept and peer-group affiliations in adolescence, we examined the self-esteem of 221 7th through 12th graders associated by peers with one of five major school crowds and 106 students relatively unknown by classmates and not associated with any school crowd. Among crowd members, self-esteem was directly related to the position of one's crowd in the peer-group status hierarchy (based on both peer-rated and self-perceived crowd affiliation). Outsiders' self-esteem differed in relation to the accuracy of their reflected appraisal of and the salience they attached to crowd affiliation. Crowd members as a whole exhibited higher self-esteem than outsiders as a whole. Differences, however, were mediated by crowd status, salience of crowd affiliation, and the accuracy of reflected appraisals. An adequate interpretation of the findings required an integration of Festinger's (1954, 1957) social comparisons and cognitive-dissonance theories, Cooley's (1902) notions of reflected appraisal, and Newman and Newman's (1976) extrapolations from ego-identity theory.

Identity Development Process and Content: Toward an Integrated and Contextualized Science of Identity

ERIC Educational Resources Information Center

Galliher, Renee V.; Rivas-Drake, Deborah; Dubow, Eric F.

2017-01-01

This introductory summary provides an overview of the content of the special issue entitled "Identity Development Process and Content: Toward an Integrated and Contextualized Science of Identity." The 16 theoretical and empirical articles that comprise this special issue were selected to highlight innovative methodologies, theoretical…

Concurrent development of facial identity and expression discrimination.

PubMed

Dalrymple, Kirsten A; Visconti di Oleggio Castello, Matteo; Elison, Jed T; Gobbini, M Ida

2017-01-01

Facial identity and facial expression processing both appear to follow a protracted developmental trajectory, yet these trajectories have been studied independently and have not been directly compared. Here we investigated whether these processes develop at the same or different rates using matched identity and expression discrimination tasks. The Identity task begins with a target face that is a morph between two identities (Identity A/Identity B). After a brief delay, the target face is replaced by two choice faces: 100% Identity A and 100% Identity B. Children 5-12-years-old were asked to pick the choice face that is most similar to the target identity. The Expression task is matched in format and difficulty to the Identity task, except the targets are morphs between two expressions (Angry/Happy, or Disgust/Surprise). The same children were asked to pick the choice face with the expression that is most similar to the target expression. There were significant effects of age, with performance improving (becoming more accurate and faster) on both tasks with increasing age. Accuracy and reaction times were not significantly different across tasks and there was no significant Age x Task interaction. Thus, facial identity and facial expression discrimination appear to develop at a similar rate, with comparable improvement on both tasks from age five to twelve. Because our tasks are so closely matched in format and difficulty, they may prove useful for testing face identity and face expression processing in special populations, such as autism or prosopagnosia, where one of these abilities might be impaired.

Predicting attendance at peer-assisted study sessions for statistics: role identity and the theory of planned behavior.

PubMed

White, Katherine M; Thomas, Ian; Johnston, Kim L; Hyde, Melissa K

2008-08-01

Using a prospective study of 77 1st-year psychology students' voluntary attendance at peer-assisted study sessions for statistics, the authors tested the addition of role identity to the theory of planned behavior. The authors used a revised set of role-identity items to capture the personal and social aspects of role identity within a specific behavioral context. At the commencement of the semester, the authors assessed the students' attitudes, subjective norm, perceived behavioral control, role identity, and intention. The authors examined the students' class attendance records 3 months later. Attitudes and perceived behavioral control predicted intention, with intention as the sole predictor of attendance. Role identity also predicted intention, reflecting the importance of the student role identity in influencing decision making related to supplementary academic activities.

Racial identity invalidation with multiracial individuals: An instrument development study.

PubMed

Franco, Marisa G; O'Brien, Karen M

2018-01-01

Racial identity invalidation, others' denial of an individual's racial identity, is a salient racial stressor with harmful effects on the mental health and well-being of Multiracial individuals. The purpose of this study was to create a psychometrically sound measure to assess racial identity invalidation for use with Multiracial individuals (N = 497). The present sample was mostly female (75%) with a mean age of 26.52 years (SD = 9.60). The most common racial backgrounds represented were Asian/White (33.4%) and Black/White (23.7%). Participants completed several online measures via Qualtrics. Exploratory factor analyses revealed 3 racial identity invalidation factors: behavior invalidation, phenotype invalidation, and identity incongruent discrimination. A confirmatory factor analysis provided support for the initial factor structure. Alternative model testing indicated that the bifactor model was superior to the 3-factor model. Thus, a total score and/or 3 subscale scores can be used when administering this instrument. Support was found for the reliability and validity of the total scale and subscales. In line with the minority stress theory, challenges with racial identity mediated relationships between racial identity invalidation and mental health and well-being outcomes. The findings highlight the different dimensions of racial identity invalidation and indicate their negative associations with connectedness and psychological well-being. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Reflections on Feminist Identity Development: Implications for Theory, Measurement, and Research

ERIC Educational Resources Information Center

Hansen, Nancy Downing

2002-01-01

One of the original authors of the feminist identity model reflects on the 16 subsequent years of work in the field as described in this major contribution. The original model is clarified and measurement issues are examined, particularly in relation to the Synthesis and Active Commitment subscales. The author also evaluates existing research and…

Creativity and Conflict: How Theory and Practice Shape Student Identities in Design Education

ERIC Educational Resources Information Center

Tynan, Jane; New, Christopher

2009-01-01

By exploring the role of student identities in shaping attitudes to learning, this study asks how design students draw on experience to work across theory and practice. It explores how a specific group of design undergraduate students in a UK university perform on two distinct learning experiences on their course: work placement and dissertation.…

Making good theory practical: five lessons for an Applied Social Identity Approach to challenges of organizational, health, and clinical psychology.

PubMed

Haslam, S Alexander

2014-03-01

Social identity research was pioneered as a distinctive theoretical approach to the analysis of intergroup relations but over the last two decades it has increasingly been used to shed light on applied issues. One early application of insights from social identity and self-categorization theories was to the organizational domain (with a particular focus on leadership), but more recently there has been a surge of interest in applications to the realm of health and clinical topics. This article charts the development of this Applied Social Identity Approach, and abstracts five core lessons from the research that has taken this forward. (1) Groups and social identities matter because they have a critical role to play in organizational and health outcomes. (2) Self-categorizations matter because it is people's self-understandings in a given context that shape their psychology and behaviour. (3) The power of groups is unlocked by working with social identities not across or against them. (4) Social identities need to be made to matter in deed not just in word. (5) Psychological intervention is always political because it always involves some form of social identity management. Programmes that seek to incorporate these principles are reviewed and important challenges and opportunities for the future are identified. © 2014 The British Psychological Society.

Disorders of sex development and gender identity outcome in adolescence and adulthood: understanding gender identity development and its clinical implications.

PubMed

de Vries, Annelou L C; Doreleijers, Theo A H; Cohen-Kettenis, Peggy T

2007-06-01

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.

Navigating Guilt, Shame, and Fear of Appearing Racist: A Conceptual Model of Antiracist White Feminist Identity Development

ERIC Educational Resources Information Center

Linder, Chris

2015-01-01

In this study, I employed narrative inquiry supported by intersectionality theory to explore the experiences of 6 antiracist, White, feminist undergraduate women. A conceptual model of antiracist identity development emerged from the data. Participants described vivid experiences with guilt, shame, and fear that kept them from engaging in allied…

The emergence, structure and development of ethnic identity during childhood: the case of Roma identity.

PubMed

Pnevmatikos, Dimitris; Geka, Maria; Divane, Maria

2010-12-01

This study investigates the emergence, development and structure of ethnic identity during childhood. Forty Roma children living in Greece aged between 2.8 and 11.9 years answered questions about their awareness/recognition of four aspects of their ethnic identity-namely place of habitation, traditional costumes, the Roma language, and early betrothal of children-their identity and their sense of stability and constancy. The study also investigates how the children feel about the abandonment of those four aspects. The evidence from the current data supports the hypothesis that awareness of ethnic identity emerges before the age of 4. Moreover, this study offers direct empirical evidence of the multidimensionality of ethnic identity. A model of three concentric rings is proposed, extending from a core containing the most highly valued aspects of ethnic identity to the outer annulus that comprises the nonpermanent and nonstable aspects of ethnic identity. The aspects in each annulus differ in terms of the development of the sense of stability and constancy and the feelings associated with loss of the aspects in question. Even the youngest participants considered the aspects in the core to be stable and constant as well as emotionally charged; and even the 11-year-olds did not consider the aspects contained in the outer, more fluid annulus as stable and constant aspects of their ethnic identity. The development of an aspect is determined by what the majority of adults in a society, at a particular time in history, consider to be most important.

Attitudes, norms, identity and environmental behaviour: using an expanded theory of planned behaviour to predict participation in a kerbside recycling programme.

PubMed

Nigbur, Dennis; Lyons, Evanthia; Uzzell, David

2010-06-01

In an effort to contribute to greater understanding of norms and identity in the theory of planned behaviour, an extended model was used to predict residential kerbside recycling, with self-identity, personal norms, neighbourhood identification, and injunctive and descriptive social norms as additional predictors. Data from a field study (N=527) using questionnaire measures of predictor variables and an observational measure of recycling behaviour supported the theory. Intentions predicted behaviour, while attitudes, perceived control, and the personal norm predicted intention to recycle. The interaction between neighbourhood identification and injunctive social norms in turn predicted personal norms. Self-identity and the descriptive social norm significantly added to the original theory in predicting intentions as well as behaviour directly. A replication survey on the self-reported recycling behaviours of a random residential sample (N=264) supported the model obtained previously. These findings offer a useful extension of the theory of planned behaviour and some practicable suggestions for pro-recycling interventions. It may be productive to appeal to self-identity by making people feel like recyclers, and to stimulate both injunctive and descriptive norms in the neighbourhood.

Developing a "Leading Identity": The Relationship between Students' Mathematical Identities and Their Career and Higher Education Aspirations

ERIC Educational Resources Information Center

Black, Laura; Williams, Julian; Hernandez-Martinez, Paul; Davis, Pauline; Pampaka, Maria; Wake, Geoff

2010-01-01

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont'ev's notion of "leading activity" in order to explore…

Social Media Social Comparison of Ability (but not Opinion) Predicts Lower Identity Clarity: Identity Processing Style as a Mediator.

PubMed

Yang, Chia-Chen; Holden, Sean M; Carter, Mollie D K

2018-01-11

Social comparison on social media has received increasing attention, but most research has focused on one type of social comparison and its psycho-emotional implications. Little is known about how different types of social comparison influence youth's identity development. Drawing on the theories of identity processing styles and social comparison, we examined how two different forms of social comparison on social media related to three identity processing styles, which in turn predicted youth's global self-esteem and identity clarity. We surveyed 219 college freshmen (M age  = 18.29; 74% female) once in the Fall and once in the Spring. Social comparison of ability on social media was related to concurrent diffuse-avoidant identity processing style, which predicted lower identity clarity months later. In contrast, social comparison of opinion on social media did not influence college freshmen's global self-esteem and identity clarity through identity processing styles. The findings clarified the implications of online social comparison for youth's identity development.

Internalized homophobia, lesbian identity development, and self-esteem in undergraduate women.

PubMed

Peterson, Trica L; Gerrity, Deborah A

2006-01-01

This study examined the relationship between internalized homophobia, self-esteem, and lesbian identity development in 35 undergraduate women. Results indicated evidence of a strong relationship between the two identity development measures, the Stage Allocation Measure (SAM; Cass, 1984) and the Gay Identity Questionnaire (GIQ; Brady & Busse, 1994), and moderate relationships between identity development and internalized homophobia, between identity development and self-esteem, and between internalized homophobia and self-esteem. Implications for research and clinical practice are discussed.

Identity development in adolescents with mental problems

PubMed Central

2013-01-01

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

Development of children's identity and position processing for letter, digit, and symbol strings: A cross-sectional study of the primary school years.

PubMed

Schubert, Teresa; Badcock, Nicholas; Kohnen, Saskia

2017-10-01

Letter recognition and digit recognition are critical skills for literate adults, yet few studies have considered the development of these skills in children. We conducted a nine-alternative forced-choice (9AFC) partial report task with strings of letters and digits, with typographical symbols (e.g., $, @) as a control, to investigate the development of identity and position processing in children. This task allows for the delineation of identity processing (as overall accuracy) and position coding (as the proportion of position errors). Our participants were students in Grade 1 to Grade 6, allowing us to track the development of these abilities across the primary school years. Our data suggest that although digit processing and letter processing end up with many similarities in adult readers, the developmental trajectories for identity and position processing for the two character types differ. Symbol processing showed little developmental change in terms of identity or position accuracy. We discuss the implications of our results for theories of identity and position coding: modified receptive field, multiple-route model, and lexical tuning. Despite moderate success for some theories, considerable theoretical work is required to explain the developmental trajectories of letter processing and digit processing, which might not be as closely tied in child readers as they are in adult readers. Copyright © 2017 Elsevier Inc. All rights reserved.

Objectification Theory and Deaf Cultural Identity Attitudes: Roles in Deaf Women's Eating Disorder Symptomatology

ERIC Educational Resources Information Center

Moradi, Bonnie; Rottenstein, Adena

2007-01-01

This study examined the generalizability of direct and mediated links posited in objectification theory among internalization of sociocultural standards of beauty, body surveillance, body shame, and eating disorder symptoms with a sample of Deaf women. The study also examined the role of marginal Deaf cultural identity attitudes within this…

The theory of gender identity disorders.

PubMed

Meyer, J K

1982-01-01

Experience with more than 500 patients over the last decade has led to the conclusion that the quest for sex reassignment is a symptomatic compromise formation serving defensive and expressive functions. The symptoms are the outgrowth of developmental trauma affecting body ego and archaic sense of self and caused by peculiar symbiotic and separation-individuation phase relationships. The child exists in the pathogenic (and reparative) maternal fantasy in order to repair her body image and to demonstrate the interconvertability of the sexes. Gender identity exists not as a primary phenomenon, but in a sense as a tertiary one. There is, no doubt, a tendency to gender-differentiate in a way concordant with biological endowment. Nevertheless, gender formation is seriously compromised by earlier psychological difficulty. Gender identity is a fundamental acquisition in the developing personality, but it is part of a hierarchical series beginning with archaic body ego, early body image, and primitive selfness, representing their extension into sexual and reproductive spheres. Gender identity consolidates during separation-individuation and gender pathology bears common features with other preoedipal syndromes. Transsexualism is closely linked to perversions, and the clinical syndromes may shade from one into another. However, what is kept at the symbolic level in the perversions must be made concrete in transsexualism. In this regard there is a close relation to psychosis. The clinical complaint of the transsexual is a condensation of remarkable proportions. When the transsexual says that he is a girl trapped in a man's body, he sincerely means what he says. As with other symptoms, however, it takes a long time before he begins to say what he means.

Identity Development in German Emerging Adults: Not an Easy Task

ERIC Educational Resources Information Center

Seiffge-Krenke, Inge; Haid, Marja-Lena

2012-01-01

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.…

Gender, Legitimation, and Identity Verification in Groups

ERIC Educational Resources Information Center

Burke, Peter J.; Stets, Jan E.; Cerven, Christine

2007-01-01

Drawing upon identity theory, expectation states theory, and legitimation theory, we examine how the task leader identity in task-oriented groups is more likely to be verified for persons with high status characteristics. We hypothesize that identity verification will be accomplished more readily for male group members and legitimated task leaders…

Development of Deaf Identity: An Ethnographic Study

ERIC Educational Resources Information Center

McIlroy, Guy; Storbeck, Claudine

2011-01-01

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…

Adolescent Peer Relations and Socioemotional Development in Latin America: Translating International Theory into Local Research.

PubMed

Berger, Christian; Lisboa, Carolina; Cuadros, Olga; de Tezanos-Pinto, Pablo

2016-06-01

Peer relations constitute a main developmental context for adolescents. Peers offer an instance for identity definition and set the norms of acceptable and valued characteristics, behaviors, and attitudes, representing a societal model that allows and restrains avenues for adolescents' socioemotional development. The present article departs from these considerations to review research on adolescents' peer relations in Latin America from a socioemotional perspective. First, approaches to adolescence are discussed, with a main focus on attachment and identity theories, based on a bioecological framework. Then, a review of research in Latin America on friendships, school climate, and intergroup relations is presented. The discussion addresses the tension between theories and evidence generated in developed societies and highlights the particularities of Latin American youth, stressing the need for collecting local data. © 2016 Wiley Periodicals, Inc.

Recontextualizing Psychosocial Development in Young Children: A Model of Environmental Identity Development

ERIC Educational Resources Information Center

Green, Carie; Kalvaitis, Darius; Worster, Anneliese

2016-01-01

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…

Politics, Policy and Professional Identity

ERIC Educational Resources Information Center

Bodman, Sue; Taylor, Susan; Morris, Helen

2012-01-01

Standards-based reform of education is a dominant political discourse in many nations. In this paper we argue that the type of standards-based reform that is enacted has important implications for teacher agency and teacher professional development. Teacher professional development and identity is explored through theories of the teacher's role in…

Development of deaf identity: an ethnographic study.

PubMed

McIlroy, Guy; Storbeck, Claudine

2011-01-01

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 "dialogue model." This postmodern theoretical framework is used to examine the diversity of identities of deaf learners. The inclusion of the researcher's own fluid cross-cultural identity as a bicultural "DeaF" participant in this study provides an auto-ethnographic gateway into exploring the lives of other deaf, Deaf, or bicultural DeaF persons. The findings suggest that deaf identity is not a static concept but a complex ongoing quest for belonging, a quest that is bound up with the acceptance of being deaf while "finding one's voice" in a hearing-dominant society. Through the use of dialogue and narrative tools, the study challenges educators, parents, and researchers to broaden their understanding of how deaf identity, and the dignity associated with being a deaf person is constructed.

Fighting the Whole System: Dissociative Identity Disorder, Labeling Theory, and Iatrogenic Doubting.

PubMed

Floris, Jessica; McPherson, Susan

2015-01-01

This research examines how individuals diagnosed with dissociative identity disorder construe their experiences of being labeled with a contested diagnosis. Semistructured interviews were conducted in the United Kingdom with 5 women and 2 men diagnosed with dissociative identity disorder. A framework analysis was conducted. The analysis identified 2 overarching themes: diagnosis cross-examined and navigating care systems. The diagnosis appeared to be continually assessed by participants for its fit with symptoms, and the doubt among professionals seemed to be unhelpfully reflected in participants' attempts to understand and come to terms with their experiences. The findings are considered in light of labeling theory, the iatrogenic effects of professional doubt, and current debates concerning the reliability and validity of psychiatric diagnostic systems that have been reinvigorated by the publication of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition.

Faith and Sexual Orientation Identity Development in Gay College Men

ERIC Educational Resources Information Center

Dunn, Merrily; Glassmann, Danny; Garrett, J. Matthew; Badaszewski, Philip; Jones, Ginny; Pierre, Darren; Fresk, Kara; Young, Dallin; Correll-Hughes, Larry

2015-01-01

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…

What a Scientist Looks Like: How Community Colleges Can Utilize and Enhance Science Identity Development as a Means to Improve Success for Women of Color

ERIC Educational Resources Information Center

Rodriguez, Sarah L.; Cunningham, Kelly; Jordan, Alec

2017-01-01

This article explores the application of science identity development theory for women of color interested in the science disciplines; and it advocates for taking an intersectional approach to understanding how women of color form science identities. The article also challenges community college administrators and scholars to focus on redefining…

Developing hospital identity manuals: a reference tool for illustrators.

PubMed

Schaffer, J A; Zimmerman, S B

1990-01-01

Because of an increase in hospital marketing efforts, medical illustrators may be asked to assist in developing and implementing hospital identity manuals, which specify the graphic standards for visual communications media. A checklist survey of existing identity manuals and a literature review were conducted by one of the authors, a medical illustrator, to help her to develop a manual for her hospital employer. This article documents the literature review, the study, and the identity manual development, and presents recommendations to help other medical illustrators who might become involved in similar assignments.

Developmental Play Stages in Child Identity Construction: An Interactionist Theoretical Contribution.

ERIC Educational Resources Information Center

Berg, Lars-Erik

1999-01-01

Presents a theory of child-development stages that reflects the relationship between children's play and the need to create a personal identity. Considers the relationship between socializing play and individuation, and defines four stages of identity development through play: amorphous, play, games, and generalization and maturity. (JPB)

Adolescence: Search for an Identity

ERIC Educational Resources Information Center

Kasinath, H. M.

2013-01-01

James Marcia (1991, 1994, 1999, 2002) expanded on Erikson's theory of identity formation. Specifically, he focused on two essential processes in achieving a mature identity: exploration and commitment. Erikson's observations about identity were extended by Marcia, who described four identity statuses: identity diffusion, foreclosure, moratorium…

Theorizing University Identity Development: Multiple Perspectives and Common Goals

ERIC Educational Resources Information Center

MacDonald, Ginger Phillips

2013-01-01

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…

Adolescent identity development and distress in a clinical sample.

PubMed

Wiley, Rachel E; Berman, Steven L

2013-12-01

The purpose of this study was to examine the relationships of identity development and identity distress to psychological adjustment within adolescents affected by psychological problems. Participants included 88 adolescents (43.2% female) ranging from 11 to 20 years of age who were receiving services from a community mental health center. A high proportion of the participants (22.7%) met the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition Text Revision criteria for Identity Problem. Regression analyses found psychopathology symptom score was associated with identity distress, identity exploration, and identity commitment, while identity distress was only related to psychopathology symptom score and not the other two identity variables. Adolescents with a clinical diagnosis may report significant levels of identity distress. Given that the relationship between psychopathology and identity distress may be reciprocal, assessing for identity issues might be prudent when conducting clinical diagnostic interviews and useful in treatment planning. © 2013 Wiley Periodicals, Inc.

Physics Identity Development: A Snapshot of the Stages of Development of Upper-Level Physics Students

ERIC Educational Resources Information Center

Irving, Paul W.; Sayre, Eleanor C.

2013-01-01

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…

Co-Regulation of Student Motivation and Emergent Identity

ERIC Educational Resources Information Center

McCaslin, Mary

2009-01-01

In this article I outline a co-regulation model of identity that is based on an emergent interaction perspective derived from Vygotskian theory. I use this model to suggest the role of motivation in identity development. The co-regulation approach is one of many modern attempts (e.g., social cognitive, social constructivist, sociocultural) to…

Using Systems Theory to Understand the Identity of Academic Advising: A Case Study

ERIC Educational Resources Information Center

Bridgen, Sean

2017-01-01

For decades, advising practitioners and scholars have worked toward developing an identity for advising as a unique field of scholarly inquiry and practice. To date, the identity crisis in advising remains. This study presents an examination and description of the function, purpose, and identity of a university advising system through comparisons…

Identity Transformation of Korean Immigrants.

ERIC Educational Resources Information Center

Kim, Saekyung; Gaa, John; Swank, Paul; Liberman, Dov

Immigration is one of the most significant changes which can occur in one's lifetime. Immigrants struggle with their foreign environment and renewed crises; they suffer from "uprootedness" and "missed embeddedness" and have difficulty integrating their identity roles. Erikson's psychosocial development theory and Marcia's…

Validation of a motivation survey tool for pharmacy students: Exploring a link to professional identity development.

PubMed

Mylrea, Martina F; Sen Gupta, Tarun; Glass, Beverley D

2017-09-01

Self-determination theory (SDT), which describes a continuum of motivation regulators, is proposed as an appropriate framework to study pharmacy student motivation. The aim was to develop a Pharmacy Motivation Scale (Pharm-S) to determine motivation regulators in undergraduate students and explore a possible link to professional identity development. The Pharm-S was adapted from the SDT-based, Sports Motivation Scale (SMS-II), and administered to undergraduate students in an Australian pharmacy course. Convergent validity was assessed by conducting a correlation analysis between the Pharm-S and MacLeod Clark Professional Identity Scale (MCPIS-9). Face, content and construct validity were established for the Pharm-S through the analysis of 327 survey responses. Factor analysis extracted four of the six theoretical subscales as proposed by SDT (variance explained: 65.7%). Support for the SDT structure was confirmed by high factor loadings in each of the subscales and acceptable reliability coefficients. Subscale correlations revealed a simplex pattern, supporting the presence of a motivation continuum, as described by SDT. A moderate positive correlation (0.64) between Pharm-S responses and the validated professional identity instrument, MCPIS-9, indicated a possible link between levels of motivation and professional identity. and conclusions: Content and structural validity and internal consistency of the Pharm-S confirmed the reliability of the Pharm-S as a valid tool to assess motivational regulators. Pharm-S and the MCPIS-9 were positively correlated, lending support to a link between motivation and professional identity. This suggests a potential role for the Pharm-S as a valid tool to measure pharmacy student professional identity development. Crown Copyright © 2017. Published by Elsevier Inc. All rights reserved.

Multivariate Analysis of the Relationship of Psychosocial Crisis Variables to Ego Identity Status

ERIC Educational Resources Information Center

Rothman, Kenneth M.

1978-01-01

Correlations were investigated between Erikson's psychosocial crisis stages (trust, autonomy, initiative, industry, identity, and intimacy) and Marcia's four identity statuses (achievement, moratorium, foreclosure, and diffusion). Erikson's theory of prosocial development and Marcia's ego identity status concept were supported. Coping with the…

Exploring the perceptions and experiences of community health workers using role identity theory

PubMed Central

Mlotshwa, Langelihle; Harris, Bronwyn; Schneider, Helen; Moshabela, Mosa

2015-01-01

Background Community health workers (CHWs) are an integral resource in many health systems, particularly in resource-poor settings. Their identities – ‘who’ they are – play an important role in their hiring, training, and retention. We explore the perceptions, experiences, and identities of CHWs as they adopt a CHW role in rural South Africa, using ‘role identity theory’. Design From April to December 2010, we conducted 18 semi-structured interviews with CHWs volunteering in non-governmental home-based care (HBC) organisations in one rural sub-district in South Africa. The role identity theory framework was used to understand the work of CHWs within their communities, addressing themes, such as entry into, and nature of, caring roles, organisational support, state resourcing, and community acceptability. A thematic content analysis was used to analyse the collected data. Results The study found that CHWs usually begin their ‘caring work’ before they formally join HBC organisations, by caring for children, neighbours, mothers, fathers, friends, and the community in some way. CHWs felt that becoming a health worker provided an elevated status within the community, but that it often led community members to believe they were able to control resources. The key role identities assumed by CHWs, as they sought to meet patients’ and their own needs, were a complex mix of community ‘insider’, ‘outsider’, and ‘broker’. Each of these role identities served as a unique way to position, from the CHW's perspective, themselves and the community, given the diversity of needs and expectations. Conclusions These role identities reveal the tensions CHWs face as ‘insider’ members of the community and yet at times being treated as ‘outsiders’, who might be regarded with suspicion, and at the same time, appreciated for the resources that they might possess. Understanding role identities, and how best to support them, may contribute to strategies of

Drinker Identity: Key Risk Factor for Adolescent Alcohol Use.

PubMed

Lee, Chia-Kuei; Corte, Colleen; Stein, Karen F

2018-03-01

Adolescent alcohol use continues to be a critical public health problem with both short- and long-term negative health consequences. Defining oneself in terms of alcohol, a drinking-related identity, has been shown to predict high levels of alcohol use. Because adolescence is the developmental period during which identity development is most salient, preventing the development of the drinker identity and early identification of youth who have a developing drinker identity may be important for prevention and early intervention. We review the theory- and evidence-based literature about identity development and the effects of a drinker identity on alcohol use behaviors in adolescents, discuss potential determinants of the drinker identity, and discuss future implications for practice and research. There is some evidence that the drinker identity forms in early adolescence and becomes more well-developed during adolescence. The drinker identity predicts alcohol use behaviors both concurrently and over time in adolescence and young adulthood. There is also some evidence that early exposure to alcohol may contribute to formation of the drinker identity. Identity-based approaches may be promising strategies to identify adolescents who are at risk for alcohol use and to intervene with early prevention or treatment within the school setting. © 2018, American School Health Association.

Too Korean to be White and Too White to Be Korean: Ethnic Identity Development among Transracial Korean American Adoptees

ERIC Educational Resources Information Center

Hoffman, Joy; Pena, Edlyn Vallejo

2013-01-01

The purpose of this grounded theory study was to explore how lived experiences affect ethnic identity development of transracial Korean American adoptees raised by White parents with the intent of informing higher education practice. Participants included 12 recently college-graduated transracial Korean American adoptees who were raised in the…

Ego Identity Development in Females: Focus on Adolescent Foreclosure.

ERIC Educational Resources Information Center

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…

Toward a general theory of conical intersections in systems of identical nuclei

NASA Astrophysics Data System (ADS)

Keating, Sean P.; Mead, C. Alden

1987-02-01

It has been shown previously that the Herzberg-Longuet-Higgins sign change produced in Born-Oppenheimer electronic wave functions when the nuclei traverse a closed path around a conical intersection has implications for the symmetry of wave functions under permutations of identical nuclei. For systems of three or four identical nuclei, there are special features present which have facilitated the detailed analysis. The present paper reports progress toward a general theory for systems of n nuclei. For n=3 or 4, the two key functions which locate conical intersections and define compensating phase factors can conveniently be defined so as to transform under permutations according to a two-dimensional irreducible representation of the permutation group. Since such representations do not exist for n>4, we have chosen to develop a formalism in terms of lab-fixed electronic basis functions, and we show how to define the two key functions in principle. The functions so defined both turn out to be totally symmetric under permutations. We show how they can be used to define compensating phase factors so that all modified electronic wave functions are either totally symmetric or totally antisymmetric under permutations. A detailed analysis is made to cyclic permutations in the neighborhood of Dnh symmetry, which can be extended by continuity arguments to more general configurations, and criteria are obtained for sign changes. There is a qualitative discussion of the treatment of more general permutations.

How Mentor Identity Evolves: Findings From a 10-Year Follow-Up Study of a National Professional Development Program.

PubMed

Balmer, Dorene F; Darden, Alix; Chandran, Latha; D'Alessandro, Donna; Gusic, Maryellen E

2018-02-20

Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in the implicit curriculum of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. Semi-structured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on patterns in incoming data, and created visual representations of relationships amongst codes in order to gain a holistic and shared understanding of the data. In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: faculty-participants reported observing mentors, experimenting with different ways to mentor and to be a mentor, and evaluating themselves as mentors. The Educational Scholars Program's implicit curriculum facilitated faculty-participants taking on a mentor identity via opportunities it afforded to watch mentors, experiment with mentoring, and evaluate self as mentor, key ingredients for professional identity construction. Leaders of professional development programs can develop faculty as mentors by capitalizing on what faculty-participants learn in the implicit curriculum and deliberately structuring post-graduation mentoring opportunities.

Feminist Identity Development: Implications for Feminist Therapy with Women.

ERIC Educational Resources Information Center

McNamara, Kathleen; Rickard, Kathryn M.

1989-01-01

Discusses implications of the Downing and Roush (1985) feminist identity development model for feminist therapy with women. Describes potential pitfalls of feminist therapy and emergent issues at subsequent stages of client's identity development. Proposes research agenda for hypothesis testing of model when applied to therapy with women clients.…

Leveraging Experiential Learning to Encourage Role Transition from "Student" to "Professional": Insights from Identity Theory

ERIC Educational Resources Information Center

Ewing, Douglas R.; Ewing, Randall L.

2017-01-01

Drawing on identity theory, this conceptual inquiry posits a need to redefine the standard that individuals use to judge themselves as a "business student." Learners will be more likely to succeed in a corporate context if they experience daily interactions throughout a curriculum that approximate a professional environment. These social…

A Social Identity Approach to Sport Psychology: Principles, Practice, and Prospects.

PubMed

Rees, Tim; Alexander Haslam, S; Coffee, Pete; Lavallee, David

2015-08-01

Drawing on social identity theory and self-categorization theory, we outline an approach to sport psychology that understands groups not simply as features of sporting contexts but rather as elements that can be, and often are, incorporated into a person's sense of self and, through this, become powerful determinants of their sport-related behavior. The underpinnings of this social identity approach are outlined, and four key lessons for sport that are indicative of the analytical and practical power of the approach are presented. These suggest that social identity is the basis for sports group (1) behavior, (2) formation and development, (3) support and stress appraisal, and (4) leadership. Building on recent developments within sport science, we outline an agenda for future research by identifying a range of topics to which the social identity approach could fruitfully contribute.

Globalization and identity development: a Chinese perspective.

PubMed

Cheng, Min; Berman, Steven L

2012-01-01

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. Copyright © 2012 Wiley Periodicals, Inc., A Wiley Company.

Theorizing Teacher Identity: Self-Narratives and Finding Place in an Audit Society

ERIC Educational Resources Information Center

Bullough, Robert V., Jr.

2015-01-01

Noting the need for richer theories of identity and identity formation in education, the author describes aspects of D. P. McAdams' psychosocial constructivist framework enriched by select concepts drawn from Life Course research for conceptualizing and analyzing identity development within audit-driven societies and educational systems. Drawing…

Men's Identity Development: Issues and Implications for Residence Life

ERIC Educational Resources Information Center

Scott, David A.; Livingston, Wade G.; Havice, Pamela A.; Cawthon, Tony W.

2012-01-01

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…

Disability identity development model: Voices from the ADA-generation.

PubMed

Forber-Pratt, Anjali J; Zape, Marianne P

2017-04-01

For persons with disabilities, 2015 was a historic year, marking the 25th anniversary of the Americans with Disability Act (ADA) and the 40th anniversary of the passing of the Individuals with Disabilities Education Act (IDEA). It is important to consider the effects of this fundamental shift towards equal opportunity and participation on persons with disabilities' identity development. In practice, however, there are few empirical studies that have looked at this phenomenon and even fewer models of disability identity development. We conducted a qualitative study to explore the disability identity development of college students with disabilities. At two research sites, we conducted individual interviews and observations with 17 college students with varying disabilities, and used in vivo and structural coding analysis to identify and develop themes. The results of this study led to establishing a model of psychosocial identity development for individuals with disabilities. The model highlights four developmental statuses: acceptance, relationship, adoption and engagement. Sharing voices from the participants themselves, we also provide commentary on the possible impacts of this work for healthcare professionals and areas for future research. Our findings suggest that this model of psychosocial disability identity development can help to provide an understanding of the psychological processes that individuals with disabilities go through. The model also has application as a framework for healthcare professionals and psychologists who are working with individuals with disabilities. Copyright © 2016 Elsevier Inc. All rights reserved.

Reflection and Professional Identity Development in Design Education

ERIC Educational Resources Information Center

Tracey, Monica W.; Hutchinson, Alisa

2018-01-01

Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of professional identity development in design. Professional identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with professional responsibilities, has not been…

[Background and practical use of the assessment of identity development in adolescence (AIDA)].

PubMed

Birkhölzer, Marc; Goth, Kirstin; Schrobildgen, Christian; Schmeck, Klaus; Schlüter-Müller, Susanne

2015-01-01

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.

Self-Identity as a Component of the Theory of Planned Behaviour in Predicting Physical Activity

ERIC Educational Resources Information Center

Ries, Francis; Hein, Vello; Pihu, Maret; Armenta, Jose Manuel Sevillano

2012-01-01

This study aimed to investigate the role of self-identity, defined as salient and enduring aspects of one's self-perception (Sparks, 2000), in relation to adolescent physical activity (PA) intentions within the Theory of Planned Behaviour (TPB). School students aged 12 to 18 from two cultural groups (Estonia and Spain) completed measures of…

Longitudinal Relationships Between Family Functioning and Identity Development in Hispanic Adolescents

PubMed Central

Schwartz, Seth J.; Mason, Craig A.; Pantin, Hilda; Szapocznik, José

2009-01-01

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. PMID:19756226

Adolescents Developing Civic Identities: Sociocultural Perspectives on Simulations and Role-Play in a Civic Classroom

ERIC Educational Resources Information Center

Lo, Jane C.

2017-01-01

While simulations and role-play have been staples in the civic classroom, little is known about how they work as best practices. This study explores the ways simulations and role-play may influence students' civic identities. Drawing from sociocultural theories, the article seeks to understand how students' practice-linked identities may be shaped…

Identity Uncertainty and Commitment Making across Adolescence: Five-Year Within-Person Associations Using Daily Identity Reports

ERIC Educational Resources Information Center

Becht, Andrik I.; Nelemans, Stefanie A.; Branje, Susan J. T.; Vollebergh, Wilma A. M.; Koot, Hans M.; Meeus, Wim H. J.

2017-01-01

A central assumption of identity theory is that adolescents reconsider current identity commitments and explore identity alternatives before they make new commitments in various identity domains (Erikson, 1968; Marcia, 1966). Yet, little empirical evidence is available on how commitment and exploration dynamics of identity formation affect each…

Testing a Model of Minority Identity Achievement, Identity Affirmation and Psychological Well-Being among Ethnic Minority and Sexual Minority Individuals

PubMed Central

2011-01-01

How is social identity related to psychological well-being among minority individuals? Drawing on developmental models of identity formation (e.g., Erikson, 1968) and on Social Identity Theory (Tajfel & Turner, 1979), we tested a conceptual model examining links between two key aspects of social identity and psychological well-being. We proposed that the association between identity achievement (exploring and understanding the meaning of one’s identity) and psychological well-being is mediated by identity affirmation (developing positive feelings and a sense of belonging to one’s social group). Across three studies, including ethnic minority high school students (Study 1), ethnic minority college students (Study 2) and lesbian and gay male adults (Study 3), we found strong support for the model. Results suggest that the process of exploring and understanding one’s minority identity can serve as an important basis for developing positive feelings toward and an enhanced sense of attachment to the group which can in turn confer psychological benefits for minority individuals. Implications and directions for future research are discussed. PMID:21341900

Meristem identity and phyllotaxis in inflorescence development

PubMed Central

Bartlett, Madelaine E.; Thompson, Beth

2014-01-01

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. PMID:25352850

Meristem identity and phyllotaxis in inflorescence development.

PubMed

Bartlett, Madelaine E; Thompson, Beth

2014-01-01

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.

The Ethico-Moral Nature of Identity: Prolegomena to the Development of Third-Generation Cultural-Historical Activity Theory

ERIC Educational Resources Information Center

Roth, Wolff-Michael

2007-01-01

Cultural-Historical Activity Theory (CHAT), which had been termed the best-held secret of education about 15 years ago, has had an exponential growth over the past three decades. Because it thematizes largely the structural aspects of activity systems, the theory only recently has been developed to include emotional, motivational, and…

Trace identities and their semiclassical implications

NASA Astrophysics Data System (ADS)

Smilansky, Uzy

2000-03-01

The compatibility of the semiclassical quantization of area-preserving maps with some exact identities which follow from the unitarity of the quantum evolution operator is discussed. The quantum identities involve relations between traces of powers of the evolution operator. For classically integrable maps, the semiclassical approximation is shown to be compatible with the trace identities. This is done by the identification of stationary phase manifolds which give the main contributions to the result. The compatibility of the semiclassical quantization with the trace identities demonstrates the crucial importance of non-diagonal contributions. The same technique is not applicable for chaotic maps, and the compatibility of the semiclassical theory in this case remains unsettled. However, the trace identities are applied to maps which appear naturally in the theory of quantum graphs, revealing some features of the periodic orbit theory for these paradigms of quantum chaos.

Reexamination of relaxation of spins due to a magnetic field gradient: Identity of the Redfield and Torrey theories

DOE Office of Scientific and Technical Information (OSTI.GOV)

Golub, R.; Rohm, Ryan M.; Swank, C. M.

2011-02-15

There is an extensive literature on magnetic-gradient-induced spin relaxation. Cates, Schaefer, and Happer, in a seminal publication, have solved the problem in the regime where diffusion theory (the Torrey equation) is applicable using an expansion of the density matrix in diffusion equation eigenfunctions and angular momentum tensors. McGregor has solved the problem in the same regime using a slightly more general formulation using the Redfield theory formulated in terms of the autocorrelation function of the fluctuating field seen by the spins and calculating the correlation functions using the diffusion-theory Green's function. The results of both calculations were shown to agreemore » for a special case. In the present work, we show that the eigenfunction expansion of the Torrey equation yields the expansion of the Green's function for the diffusion equation, thus showing the identity of this approach with that of the Redfield theory. The general solution can also be obtained directly from the Torrey equation for the density matrix. Thus, the physical content of the Redfield and Torrey approaches are identical. We then introduce a more general expression for the position autocorrelation function of particles moving in a closed cell, extending the range of applicability of the theory.« less

Developing National Identity within Fifth Grade Multicultural Students.

ERIC Educational Resources Information Center

Olmscheid, Carey

The goal of democratic understanding and civic values is within the history/social science framework. The strand of national identity falls under the goal of democratic understanding and civic values. This research project found that national identity can be developed among multicultural 5th-grade students through the teaching of national symbols,…

When group membership gets personal: a theory of identity fusion.

PubMed

Swann, William B; Jetten, Jolanda; Gómez, Angel; Whitehouse, Harvey; Bastian, Brock

2012-07-01

Identity fusion is a relatively unexplored form of alignment with groups that entails a visceral feeling of oneness with the group. This feeling is associated with unusually porous, highly permeable borders between the personal and social self. These porous borders encourage people to channel their personal agency into group behavior, raising the possibility that the personal and social self will combine synergistically to motivate pro-group behavior. Furthermore, the strong personal as well as social identities possessed by highly fused persons cause them to recognize other group members not merely as members of the group but also as unique individuals, prompting the development of strong relational as well as collective ties within the group. In local fusion, people develop relational ties to members of relatively small groups (e.g., families or work teams) with whom they have personal relationships. In extended fusion, people project relational ties onto relatively large collectives composed of many individuals with whom they may have no personal relationships. The research literature indicates that measures of fusion are exceptionally strong predictors of extreme pro-group behavior. Moreover, fusion effects are amplified by augmenting individual agency, either directly (by increasing physiological arousal) or indirectly (by activating personal or social identities). The effects of fusion on pro-group actions are mediated by perceptions of arousal and invulnerability. Possible causes of identity fusion--ranging from relatively distal, evolutionary, and cultural influences to more proximal, contextual influences--are discussed. Finally, implications and future directions are considered. Copyright 2012 APA, all rights reserved.

One Team, One Fight, One Organizational Identity...Or Not: The United States Air Force at a Turning Point

DTIC Science & Technology

2014-06-01

determine both the composition and function of groups. While group identities are formed by its members, a natural adjunct to the developed identities are...to a child when overdependencies develop and a top-down or one-way information flow develops in the organization, the resulting framework will likely...of the Air Force identity crisis. Organizational identity theory warns that multiple-identity organizations must be wary of developing an overall

Group membership and social identity in addiction recovery.

PubMed

Buckingham, Sarah A; Frings, Daniel; Albery, Ian P

2013-12-01

Despite a growing interest in how group membership can positively impact health, little research has addressed directly the role social identity processes can have on recovery from addiction. Drawing on social identity theory and self-categorization theory, the present study investigated how recovery group membership can introduce a new social identity associated with recovery, compared to the social identity associated with addiction. We hypothesized that two processes--evaluative differentiation and identity preference--would be linked with higher self-efficacy and positive health outcomes (i.e., reduced relapse, lower levels of appetitive behavior, and elevated feelings of social connectedness [Study 2]). Study 1 recruited members (N = 61) from United Kingdom based mutual aid groups of Alcoholics Anonymous and Narcotics Anonymous. Study 2 recruited ex-smokers (N = 81) from online sources. In Study 1, evaluative differentiation was significantly related to lowered relapse and reduced appetitive behavior. Identity preference was related to higher levels of self-efficacy, which was related to months drug-free and reduced levels of appetitive behaviors. In Study 2, evaluative differentiation was related to identity preference. Identity preference was also related to higher self-efficacy, which in turn was related to lower relapse. Although exploratory, these results suggest that developing a social identity as a "recovering addict" or an "ex-smoker" and subsequently highlighting the difference between such identities may be a useful strategy for reducing relapse among people with problems associated with addictive behaviors. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Measuring Professional Identity Development among Counselor Trainees

ERIC Educational Resources Information Center

Prosek, Elizabeth A.; Hurt, Kara M.

2014-01-01

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…

The Influence of Social Media Use on Male College Students' Gender Identity and Gendered Performance

ERIC Educational Resources Information Center

Potts, Lawrence Charles

2017-01-01

To better understand the influence of social media use on male college students' gender identity and male gendered performance, this research examined existing research on digital identity and social networking sites, male gender identity development, college student development theory, and the effects of living arrangements on college students.…

Protecting an adult identity: A grounded theory of supportive care for young adults recently diagnosed with cancer.

PubMed

Soanes, Louise; Gibson, Faith

2018-05-01

For adolescents and young adults living in high-income countries cancer remains the most common disease-related death. Increasing survival rates and projected longevity are positive outcomes, although long-term consequences of cancer and/or its treatment will likely increase the global burden of cancer. In low and middle-income countries the impact and needs of young adults with cancer are largely unknown and require further attention. However, universal studies have revealed that cancer-related needs for this group are multifactorial, complex and largely unmet. In response to these findings, the body of work on supportive care for young adults with cancer is growing. Yet, there is no published research in the context of the United Kingdom, regarding the role young adults play in managing their supportive cancer care needs. To explore the experience, purpose and meaning of supportive cancer care to young adults recently diagnosed with cancer. Using constructivist grounded theory, data were collected in one to one interviews with eleven young adults (seven women and four men aged 19-24 years) being treated for cancer in two English hospitals. Data were analyzed using open and focused coding, constant comparison, theoretical coding and memoing, and this enabled construction of a subjective theory. Young adults in this study interpreted cancer as an interruption to the events, experiences and tasks forming the biographical work of their adult identity. Data analysis led to the construction of the theory, 'protecting an adult identity: self in relation to a diagnosis of cancer in young adulthood'. This theory arose from three categories: fragility of self, maintaining self in an altered reality and mobilizing external resources. Young adults faced the loss of their early adult identity. Interpreting cancer as a temporary interruption, they sought to re-establish their identity by directly and indirectly managing their supportive care needs. These findings contribute to

Ethnic Identity, Epistemological Development, and Academic Achievement in Underrepresented Students

ERIC Educational Resources Information Center

Pizzolato, Jane Elizabeth; Chaudhari, Prema; Murrell, Ennad Dyana; Podobnik, Sharon; Schaeffer, Zachary

2008-01-01

Through 2 related studies, we investigated the relation between ethnic identity, epistemological development, and achievement among students of color. Findings suggest that the three variables are related, with ethnic identity and epistemological development together contributing to explaining variance in college GPA almost as well as a…

A Sense of Urgency: Transforming the Literate Identities of Students Who Struggle with Learning to Read

ERIC Educational Resources Information Center

Harmon, Melinda R.

2013-01-01

This Grounded Theory study explored the identity development of four current and two former Reading Recovery students. The study focused on the interactions between self-efficacy, self-regulation and identity as students participated in the Reading Recovery intervention to capture change over time in the identity development of students who…

Development and Maintenance of Identity in Aging Community Music Participants

ERIC Educational Resources Information Center

Dyer, William Leonard

2016-01-01

This ethnographic study contextualized identity development and maintenance within the field of community music through case studies of four performing groups and interviews with seven current members. The underlying question guiding this research was how does participatory music making contribute to the development and maintenance of identity in…

Predictors of Professional Identity Development for Student Affairs Professionals

ERIC Educational Resources Information Center

Pittman, Edward C.; Foubert, John D.

2016-01-01

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…

Freedom to explore the self: How emerging adults use leisure to develop identity

PubMed Central

Layland, Eric K.; Hill, Brian J.; Nelson, Larry J.

2017-01-01

During a period of newly attained freedom preceding commitments expected in adulthood, emerging adults are faced with the major task of identity development. Leisure provides a context with relative freedom wherein emerging adults explore new experiences and access opportunities not always available in more constrained environments like work and school. In this case study of 40 emerging adults from 18 countries (Mage=23.14 years), qualitative interviews were used to investigate the role of leisure as a context for identity development. Results indicate five major themes for leisure-based identity development in emerging adulthood: discovering identity, forming identity, defining identity, positioning identity, and forgoing opportunities. These themes support leisure as an additional context wherein emerging adults may flourish on the pathway toward adulthood. Access to both novel and familiar leisure provide a context for emerging adults to actively direct their identity development through decisions made in leisure time. PMID:29276528

Freedom to explore the self: How emerging adults use leisure to develop identity.

PubMed

Layland, Eric K; Hill, Brian J; Nelson, Larry J

2018-01-01

During a period of newly attained freedom preceding commitments expected in adulthood, emerging adults are faced with the major task of identity development. Leisure provides a context with relative freedom wherein emerging adults explore new experiences and access opportunities not always available in more constrained environments like work and school. In this case study of 40 emerging adults from 18 countries ( M age =23.14 years), qualitative interviews were used to investigate the role of leisure as a context for identity development. Results indicate five major themes for leisure-based identity development in emerging adulthood: discovering identity, forming identity, defining identity, positioning identity, and forgoing opportunities. These themes support leisure as an additional context wherein emerging adults may flourish on the pathway toward adulthood. Access to both novel and familiar leisure provide a context for emerging adults to actively direct their identity development through decisions made in leisure time.

Disinhibition of negative true self for identity reconstructions in cyberspace: Advancing self-discrepancy theory for virtual setting

PubMed Central

Hu, Chuan; Kumar, Sameer; Huang, Jiao; Ratnavelu, Kurunathan

2017-01-01

In face-to-face communications, to avoid sanctions and disapproval from others, people are more likely to hide negative aspects of their true self (such as socially undesirable personalities, minds, beliefs and consciousness) to avoid conflict with social norms and laws. The anonymity of cyberspace provides people a unique environment to behave more freely and openly with less restraint from the real word. Existing research related to online true self expression has mainly explored true self as an independent aspect of self. Regarding true self as a two-dimensional concept, this study investigates true self from the perspective of individuals’ self-guide and identity reconstruction in both online and offline world. Using qualitative research methods, the current study investigates 57 participants through interviews and questionnaires. Content analysis reveals four factors that motivate people to express more true self (especially negative true self) when reconstructing their online identity and involve true self as a part of their self-guide in anonymous environment. By incorporating true self as an important part of individuals' self-guide and identity online, the current study advances self-discrepancy theory, making it more comprehensive for cyberspace. The results are also interpreted based on self-determination theory. The theoretical contributions of this study are discussed and practical implications are also presented. PMID:28399153

Disinhibition of negative true self for identity reconstructions in cyberspace: Advancing self-discrepancy theory for virtual setting.

PubMed

Hu, Chuan; Kumar, Sameer; Huang, Jiao; Ratnavelu, Kurunathan

2017-01-01

In face-to-face communications, to avoid sanctions and disapproval from others, people are more likely to hide negative aspects of their true self (such as socially undesirable personalities, minds, beliefs and consciousness) to avoid conflict with social norms and laws. The anonymity of cyberspace provides people a unique environment to behave more freely and openly with less restraint from the real word. Existing research related to online true self expression has mainly explored true self as an independent aspect of self. Regarding true self as a two-dimensional concept, this study investigates true self from the perspective of individuals' self-guide and identity reconstruction in both online and offline world. Using qualitative research methods, the current study investigates 57 participants through interviews and questionnaires. Content analysis reveals four factors that motivate people to express more true self (especially negative true self) when reconstructing their online identity and involve true self as a part of their self-guide in anonymous environment. By incorporating true self as an important part of individuals' self-guide and identity online, the current study advances self-discrepancy theory, making it more comprehensive for cyberspace. The results are also interpreted based on self-determination theory. The theoretical contributions of this study are discussed and practical implications are also presented.

Social identity change: shifts in social identity during adolescence.

PubMed

Tanti, Chris; Stukas, Arthur A; Halloran, Michael J; Foddy, Margaret

2011-06-01

This study investigated the proposition that adolescence involves significant shifts in social identity as a function of changes in social context and cognitive style. Using an experimental design, we primed either peer or gender identity with a sample of 380 early- (12-13 years), mid- (15-16 years), and late-adolescents (18-20 years) and then measured the effect of the prime on self-stereotyping and ingroup favouritism. The findings showed significant differences in social identity across adolescent groups, in that social identity effects were relatively strong in early- and late-adolescents, particularly when peer group identity rather than gender identity was salient. While these effects were consistent with the experience of change in educational social context, differences in cognitive style were only weakly related to ingroup favouritism. The implications of the findings for theory and future research on social identity during adolescence are discussed. Crown Copyright © 2010. Published by Elsevier Ltd. All rights reserved.

Understanding Preservice Educators' Multicultural Identity Development

ERIC Educational Resources Information Center

Rogers, Audrey Green

2012-01-01

This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century…

Developing Music Teacher Identities: An International Multi-Site Study

ERIC Educational Resources Information Center

Ballantyne, Julie; Kerchner, Jody L.; Arostegui, Jose Luis

2012-01-01

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…

Constructing a Leader's Identity through a Leadership Development Programme: An Intersectional Analysis

ERIC Educational Resources Information Center

Moorosi, Pontso

2014-01-01

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…

Messages in Collusion: Resident Assistants and White Racial Identity Development

ERIC Educational Resources Information Center

Cook, Kathy; McCoy, Dorian L.

2017-01-01

This critical case study examined the racial identity development of 10 White RAs who participated in 12 hours of diversity and social justice training during a two-week summer program. Helm's White Racial Identity Development Model served as the study's theoretical framework. In this paper, we discuss the incongruence between the Northeast State…

Biracial Japanese American identity: an evolving process.

PubMed

Collins, J F

2000-05-01

This qualitative study explored the complexity of biracial identity development in Japanese Americans. It is based on the constant comparable method of analysis, or grounded theory. The study focused on how Japanese Americans perceived themselves in relation to other individuals, groups, and their environment. The data consisted of 15 extensive semistructured interviews with 8 men and 7 women (ages 20 to 40 years), each with 1 Japanese parent and 1 non-Asian parent. Findings relate to participants' initiating explorations of identity and perseverance in pursuing a biracial identity, which depended on the degree of support or negative experience within their social networks. Participants explored identity options attempting to develop their own meaning of identity, to develop a confident sense of themselves, and to secure a positive ethnic identity. Identity development among participants varied. It was a long-term process involving changes in the individual-environment relationship, which differed in the way individual participants influenced or selected from environmental opportunities, even creating or recreating some aspects. Within a given setting, as youths, the potential for social experiences were relatively fixed and changed only gradually. As adults, there were opportunities for participants to select their own social and geographic settings, providing opportunity for change. In their new environments, participants were exposed to new contacts and role models, acquired new behavioral repertoire, and underwent role transitions. Depending on this, new and different aspects of biracial identity developed. Participants indicated it was an emotional and conflictual process to positive assertion of identity. Before reaching this, all of the participants experienced periods of confusion. Most asserted biracial identity gradually, through a process of racial identity development consisting of the individual's changing or maintaining certain reference group

Theory of Prejudice and American Identity Threat Transfer for Latino and Asian Americans.

PubMed

Sanchez, Diana T; Chaney, Kimberly E; Manuel, Sara K; Remedios, Jessica D

2018-03-01

Latinos and Asian Americans confront similar stereotypes as they are often presumed to be foreigners and subjected to American identity denial. Across six studies (total N = 992), we demonstrate that Latinos and Asians anticipate ingroup prejudice and specific types of subordination (e.g., American identity threat) in the face of outgroup threats that target one another (i.e., stigma transfer). The studies explore whether stigma transfer occurred primarily when shared Latino and Asian stereotype content was a salient component of the prejudice remark (e.g., foreigner stereotypes; Study 3), or when outgroup prejudice targeted a social group with shared stereotype content (Study 4), though neither appeared to substantively moderate stigma transfer. Minority group members who conceptualize prejudiced people as holding multiple biases (i.e., a monolithic prejudice theory) were more susceptible to stigma transfer suggesting that stereotype content is not necessary for stigma transfer because people assume that prejudice is not singular.

Inquiry Identity and Science Teacher Professional Development

ERIC Educational Resources Information Center

Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

2016-01-01

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…

Identity, morals, and taboos: beliefs as assets.

PubMed

Bénabou, Roland; Tirole, Jean

2011-01-01

We develop a theory of moral behavior, individual and collective, based on a general model of identity in which people care about “who they are” and infer their own values from past choices. The model sheds light on many empirical puzzles inconsistent with earlier approaches. Identity investments respond nonmonotonically to acts or threats, and taboos on mere thoughts arise to protect beliefs about the “priceless” value of certain social assets. High endowments trigger escalating commitment and a treadmill effect, while competing identities can cause dysfunctional capital destruction. Social interactions induce both social and antisocial norms of contribution, sustained by respectively shunning free riders or do-gooders.

Identity, storytelling and the philanthropic journey.

PubMed

Maclean, Mairi; Harvey, Charles; Gordon, Jillian; Shaw, Eleanor

2015-10-01

This article develops theoretical understanding of the involvement of wealthy entrepreneurs in socially transformative projects by offering a foundational theory of philanthropic identity narratives. We show that these narratives are structured according to the metaphorical framework of the journey , through which actors envision and make sense of personal transformation. The journey provides a valuable metaphor for conceptualizing narrative identities in entrepreneurial careers as individuals navigate different social landscapes, illuminating identities as unfolding through a process of wayfinding in response to events, transitions and turning-points. We delineate the journey from entrepreneurship to philanthropy, and propose a typology of rewards that entrepreneurs claim to derive from giving. We add to the expanding literature on narrative identities by suggesting that philanthropic identity narratives empower wealthy entrepreneurs to generate a legacy of the self that is both self- and socially oriented, these 'generativity scripts' propelling their capacity for action while ensuring the continuation of their journeys.

Identity, storytelling and the philanthropic journey

PubMed Central

Maclean, Mairi; Harvey, Charles; Gordon, Jillian; Shaw, Eleanor

2015-01-01

This article develops theoretical understanding of the involvement of wealthy entrepreneurs in socially transformative projects by offering a foundational theory of philanthropic identity narratives. We show that these narratives are structured according to the metaphorical framework of the journey, through which actors envision and make sense of personal transformation. The journey provides a valuable metaphor for conceptualizing narrative identities in entrepreneurial careers as individuals navigate different social landscapes, illuminating identities as unfolding through a process of wayfinding in response to events, transitions and turning-points. We delineate the journey from entrepreneurship to philanthropy, and propose a typology of rewards that entrepreneurs claim to derive from giving. We add to the expanding literature on narrative identities by suggesting that philanthropic identity narratives empower wealthy entrepreneurs to generate a legacy of the self that is both self- and socially oriented, these ‘generativity scripts’ propelling their capacity for action while ensuring the continuation of their journeys. PMID:26456976

Contextual Influences on Korean College Students' Vocational Identity Development

ERIC Educational Resources Information Center

Song, Bora; Kim, Dae Won; Lee, Ki-Hak

2016-01-01

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…

Intergroup Leadership Across Distinct Subgroups and Identities.

PubMed

Rast, David E; Hogg, Michael A; van Knippenberg, Daan

2018-03-01

Resolving intergroup conflict is a significant and often arduous leadership challenge, yet existing theory and research rarely, if ever, discuss or examine this situation. Leaders confront a significant challenge when they provide leadership across deep divisions between distinct subgroups defined by self-contained identities-The challenge is to avoid provoking subgroup identity distinctiveness threat. Drawing on intergroup leadership theory, three studies were conducted to test the core hypothesis that, where identity threat exists, leaders promoting an intergroup relational identity will be better evaluated and are more effective than leaders promoting a collective identity; in the absence of threat, leaders promoting a collective identity will prevail. Studies 1 and 2 ( N = 170; N = 120) supported this general proposition. Study 3 ( N = 136) extended these findings, showing that leaders promoting an intergroup relational identity, but not a collective identity, improved intergroup attitudes when participants experienced an identity distinctiveness threat.

Sexual and ethnic identity development among gay-bisexual-questioning (GBQ) male ethnic minority adolescents.

PubMed

Jamil, Omar B; Harper, Gary W; Fernandez, M Isabel

2009-07-01

Identity development is a critical task of adolescence and occurs across multiple areas of self-identification. Although research on the identity development process among individuals who are ethnic and sexual minorities has been conducted for individuals who have 1 minority status or the other, few studies have examined these processes in people who are both ethnic and sexual minorities. In this qualitative study, the authors 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 because 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, whereas 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.

Sexual and Ethnic Identity Development among Gay/Bisexual/Questioning (GBQ) Male Ethnic Minority Adolescents

PubMed Central

Jamil, Omar B.; Harper, Gary W.; Fernandez, M. Isabel

2010-01-01

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

Development of Professional Identity in SMEs.

ERIC Educational Resources Information Center

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…

Preservice Teachers' Identity Development during the Teaching Internship

ERIC Educational Resources Information Center

Nghia, Tran Le Huu; Tai, Huynh Ngoc

2017-01-01

This article reports the analysis of two preservice teachers' narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way,…

Professional identity in medical students: pedagogical challenges to medical education.

PubMed

Wilson, Ian; Cowin, Leanne S; Johnson, Maree; Young, Helen

2013-01-01

Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

Peer Influence on Ethnic-Racial Identity Development: A Multi-Site Investigation.

PubMed

Santos, Carlos E; Kornienko, Olga; Rivas-Drake, Deborah

2017-05-01

The peer context features prominently in theory, and increasingly in empirical research, about ethnic-racial identity (ERI) development, but no studies have assessed peer influence on ERI using methods designed to properly assess peer influence. We examined peer influence on ERI centrality, private, and public regard using longitudinal social network analysis. Data were drawn from two sites: a predominantly Latina/o Southwestern (SW) school (N = 1034; Mage = 12.10) and a diverse Midwestern (MW) school (N = 513; Mage = 11.99). Findings showed that peers influenced each other's public regard over time at both sites. However, peer influence on centrality was evident in the SW site, whereas peer influence on private regard was evident in the MW site. Importantly, peer influence was evident after controlling for selection effects. Our integration of developmental, contextual, and social network perspectives offers a fruitful approach to explicate how ERI content may shift in early adolescence as a function of peer influence. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Control of Cell Identity in Pancreas Development and Regeneration

PubMed Central

Stanger, Ben Z.; Hebrok, Matthias

2013-01-01

The endocrine and exocrine cells in the adult pancreas are not static, but can change differentiation state in response to injury or stress. This concept of cells in flux means that there may be ways to generate certain types of cells (such as insulin-producing β-cells) and prevent formation of others (such as transformed, neoplastic cells). We review different aspects of cell identity in the pancreas, discussing how cells achieve their identity during embryonic development and maturation, and how this identity remains plastic, even in the adult pancreas. PMID:23622126

A Measure of Professional Identity Development for Professional Education

ERIC Educational Resources Information Center

Tan, Chin Pei; Van der Molen, H. T.; Schmidt, H. G.

2017-01-01

The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of…

Teacher Educator Identity Development of the Nontraditional Teacher Educator

ERIC Educational Resources Information Center

Newberry, Melissa

2014-01-01

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…

Considering Professional Identity to Enhance Agriculture Teacher Development

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Myers, Brian E.

2011-01-01

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).…

Perceptions of Professional Identity Development from Counselor Educators in Leadership Positions

ERIC Educational Resources Information Center

Woo, Hongryun; Storlie, Cassandra A.; Baltrinic, Eric R.

2016-01-01

The perceptions of professional identity development from 10 counseling leaders were examined through consensual qualitative research methodology. Themes and implications include the (a) intersection of being counselor educators and leaders in the counseling field and (b) the development and strengthening of professional identity over time.

Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation

ERIC Educational Resources Information Center

Limberg, Dodie; Bell, Hope; Super, John T.; Jacobson, Lamerial; Fox, Jesse; DePue, M. Kristina; Christmas, Chris; Young, Mark E.; Lambie, Glenn W.

2013-01-01

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…

Breadth of Interests, Exploration, and Identity Development in Adolescence.

ERIC Educational Resources Information Center

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…

The Unique Context of Identity-Based Student Organizations in Developing Leadership.

PubMed

Kodama, Corinne M; Laylo, Rhonda

2017-09-01

This chapter addresses the important role of identity-based student organizations in developing leadership, particularly for students who may feel marginalized because of their racial/ethnic, religious, or gender identities. Understanding the influence of these groups can help leadership educators develop a more inclusive and diverse perspective on student leadership development. © 2017 Wiley Periodicals, Inc., A Wiley Company.

Understanding Female Students' Physics Identity Development

NASA Astrophysics Data System (ADS)

Hazari, Zahra

2017-01-01

While the gender gap in physics participation is a known problem, practical strategies that may improve the situation are not well understood. As physics education researchers, we draw on evidence to help inform us of what may or may not be working. To this end, physics identity has proven to be a useful framework for understanding and predicting participation in physics. Drawing on data from national surveys of college students, case studies in physics classes, and surveys of undergraduate women in physics, we identify strategies that are predictive of female students' physics identity development from their high school and undergraduate physics experiences. These findings will be discussed as well as future directions for using this research to increase the recruitment of women to physics-related careers. NSF Grant # 1431846.

Development of Neural Sensitivity to Face Identity Correlates with Perceptual Discriminability

PubMed Central

Barnett, Michael A.; Hartley, Jake; Gomez, Jesse; Stigliani, Anthony; Grill-Spector, Kalanit

2016-01-01

Face perception is subserved by a series of face-selective regions in the human ventral stream, which undergo prolonged development from childhood to adulthood. However, it is unknown how neural development of these regions relates to the development of face-perception abilities. Here, we used functional magnetic resonance imaging (fMRI) to measure brain responses of ventral occipitotemporal regions in children (ages, 5–12 years) and adults (ages, 19–34 years) when they viewed faces that parametrically varied in dissimilarity. Since similar faces generate lower responses than dissimilar faces due to fMRI adaptation, this design objectively evaluates neural sensitivity to face identity across development. Additionally, a subset of subjects participated in a behavioral experiment to assess perceptual discriminability of face identity. Our data reveal three main findings: (1) neural sensitivity to face identity increases with age in face-selective but not object-selective regions; (2) the amplitude of responses to faces increases with age in both face-selective and object-selective regions; and (3) perceptual discriminability of face identity is correlated with the neural sensitivity to face identity of face-selective regions. In contrast, perceptual discriminability is not correlated with the amplitude of response in face-selective regions or of responses of object-selective regions. These data suggest that developmental increases in neural sensitivity to face identity in face-selective regions improve perceptual discriminability of faces. Our findings significantly advance the understanding of the neural mechanisms of development of face perception and open new avenues for using fMRI adaptation to study the neural development of high-level visual and cognitive functions more broadly. SIGNIFICANCE STATEMENT Face perception, which is critical for daily social interactions, develops from childhood to adulthood. However, it is unknown what developmental changes in

Development of Neural Sensitivity to Face Identity Correlates with Perceptual Discriminability.

PubMed

Natu, Vaidehi S; Barnett, Michael A; Hartley, Jake; Gomez, Jesse; Stigliani, Anthony; Grill-Spector, Kalanit

2016-10-19

Face perception is subserved by a series of face-selective regions in the human ventral stream, which undergo prolonged development from childhood to adulthood. However, it is unknown how neural development of these regions relates to the development of face-perception abilities. Here, we used functional magnetic resonance imaging (fMRI) to measure brain responses of ventral occipitotemporal regions in children (ages, 5-12 years) and adults (ages, 19-34 years) when they viewed faces that parametrically varied in dissimilarity. Since similar faces generate lower responses than dissimilar faces due to fMRI adaptation, this design objectively evaluates neural sensitivity to face identity across development. Additionally, a subset of subjects participated in a behavioral experiment to assess perceptual discriminability of face identity. Our data reveal three main findings: (1) neural sensitivity to face identity increases with age in face-selective but not object-selective regions; (2) the amplitude of responses to faces increases with age in both face-selective and object-selective regions; and (3) perceptual discriminability of face identity is correlated with the neural sensitivity to face identity of face-selective regions. In contrast, perceptual discriminability is not correlated with the amplitude of response in face-selective regions or of responses of object-selective regions. These data suggest that developmental increases in neural sensitivity to face identity in face-selective regions improve perceptual discriminability of faces. Our findings significantly advance the understanding of the neural mechanisms of development of face perception and open new avenues for using fMRI adaptation to study the neural development of high-level visual and cognitive functions more broadly. Face perception, which is critical for daily social interactions, develops from childhood to adulthood. However, it is unknown what developmental changes in the brain lead to improved

Becoming Physics People: Development of Integrated Physics Identity through the Learning Assistant Experience

ERIC Educational Resources Information Center

Close, Eleanor W.; Conn, Jessica; Close, Hunter G.

2016-01-01

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.…

Self-Identity Development Model of Oppressed People: Inclusive Model for All?

ERIC Educational Resources Information Center

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…

Male Archetypes as Resources for Homosexual Identity Development in Gay Men.

ERIC Educational Resources Information Center

McFarland, William P.; McMahon, Timothy R.

1999-01-01

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…

Developing interprofessional education online: An ecological systems theory analysis.

PubMed

Bluteau, Patricia; Clouder, Lynn; Cureton, Debra

2017-07-01

This article relates the findings of a discourse analysis of an online asynchronous interprofessional learning initiative involving two UK universities. The impact of the initiative is traced over three intensive periods of online interaction, each of several-weeks duration occurring over a three-year period, through an analysis of a random sample of discussion forum threads. The corpus of rich data drawn from the forums is interpreted using ecological systems theory, which highlights the complexity of interaction of individual, social and cultural elements. Ecological systems theory adopts a life course approach to understand how development occurs through processes of progressively more complex reciprocal interaction between people and their environment. This lens provides a novel approach for analysis and interpretation of findings with respect to the impact of pre-registration interprofessional education and the interaction between the individual and their social and cultural contexts as they progress through 3/4 years of their programmes. Development is mapped over time (the chronosystem) to highlight the complexity of interaction across microsystems (individual), mesosystems (curriculum and institutional/care settings), exosystems (community/wider local context), and macrosystems (national context and culture). This article illustrates the intricacies of students' interprofessional development over time and the interactive effects of social ecological components in terms of professional knowledge and understanding, wider appreciation of health and social care culture and identity work. The implications for contemporary pre-registration interprofessional education and the usefulness and applicability of ecological systems theory for future research and development are considered.

Understanding children's science identity through classroom interactions

NASA Astrophysics Data System (ADS)

Kim, Mijung

2018-01-01

Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.

Beyond Gender Identity?

ERIC Educational Resources Information Center

Rasmussen, Mary Lou

2009-01-01

This paper focuses on the continuing significance of gender identity as a category of analysis within the field of gender theory and research in education. I begin by considering contemporary discussions of the limitations of research relating to gender theory and research in education. Following on from this, I explore some contemporary…

Neurodegeneration and Identity.

PubMed

Strohminger, Nina; Nichols, Shaun

2015-09-01

There is a widespread notion, both within the sciences and among the general public, that mental deterioration can rob individuals of their identity. Yet there have been no systematic investigations of what types of cognitive damage lead people to appear to no longer be themselves. We measured perceived identity change in patients with three kinds of neurodegenerative disease: frontotemporal dementia, Alzheimer's disease, and amyotrophic lateral sclerosis. Structural equation models revealed that injury to the moral faculty plays the primary role in identity discontinuity. Other cognitive deficits, including amnesia, have no measurable impact on identity persistence. Accordingly, frontotemporal dementia has the greatest effect on perceived identity, and amyotrophic lateral sclerosis has the least. We further demonstrated that perceived identity change fully mediates the impact of neurodegenerative disease on relationship deterioration between patient and caregiver. Our results mark a departure from theories that ground personal identity in memory, distinctiveness, dispositional emotion, or global mental function. © The Author(s) 2015.

Developing an integrated self: academic and ethnic identities among ethnically diverse college students.

PubMed

Syed, Moin

2010-11-01

The purpose of the present study was to investigate the development of college students' major selection and whether and how this choice is associated with their developing ethnic identities. Ninety ethnically diverse college students were interviewed in their first, sophomore, and senior years. Mixed-method analyses revealed 5 theoretically consistent pathways of how students configured their ethnic identities and majors over time: low awareness, consciousness-raised, high awareness, integrating, and compartmentalized. These pathways were differentially related to students' ethnicities and majors, suggesting that students' identity experiences are moderated by their chosen majors. The results of this study underscore the contribution of a longitudinal, life-span, approach to identity development for understanding the diversity in identity pathways during college. The findings also have implications for practical purposes, particularly for advising, counseling, and curriculum development.

An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models

ERIC Educational Resources Information Center

Sussman, Joshua; Beaujean, A. Alexander; Worrell, Frank C.; Watson, Stevie

2013-01-01

Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scores. Rasch analysis scores were compared with classical test theory (CTT) scores. The partial credit model demonstrated a high goodness of fit and correlations between Rasch and CTT scores ranged from 0.91 to 0.99. CRIS scores are supported by both methods.…

Running for Normalcy, Identity Development, and the Disability Blues: An Autoethnography that Explores One Man's Quest to Understand His Identity

ERIC Educational Resources Information Center

Schneider, Cort E.

2010-01-01

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…

Emotional Learning and Identity Development in Medicine: A Cross-Cultural Qualitative Study Comparing Taiwanese and Dutch Medical Undergraduates.

PubMed

Helmich, Esther; Yeh, Huei-Ming; Yeh, Chi-Chuan; de Vries, Joy; Fu-Chang Tsai, Daniel; Dornan, Tim

2017-06-01

Current knowledge about the interplay between emotions and professional identity formation is limited and largely based on research in Western settings. This study aimed to broaden understandings of professional identity formation cross-culturally. In fall 2014, the authors purposively sampled 22 clinical students from Taiwan and the Netherlands and asked them to keep audio diaries, narrating emotional experiences during clerkships using three prompts: What happened? What did you feel/think/do? How does this interplay with your development as a doctor? Dutch audio diaries were supplemented with follow-up interviews. The authors analyzed participants' narratives using a critical discourse analysis informed by Figured Worlds theory and Bakhtin's concept of dialogism, according to which people's spoken words create identities in imagined future worlds. Participants talked vividly, but differently, about their experiences. Dutch participants' emotions related to individual achievement and competence. Taiwanese participants' rich, emotional language reflected on becoming both a good person and a good doctor. These discourses constructed doctors' and patients' autonomy in culturally specific ways. The Dutch construct centered on "hands-on" participation, which developed the identity of a technically skilled doctor, but did not address patients' self-determination. The Taiwanese construct located physicians' autonomy within moral values more than practical proficiency, and gave patients agency to influence doctor-patient relationships. Participants' cultural constructs of physician and patient autonomy led them to construct different professional identities within different imagined worlds. The contrasting discourses show how medical students learn about different meanings of becoming doctors in culturally specific contexts.

Learning, assessment and professional identity development in public health training.

PubMed

Wood, Annette

2016-06-01

Professional identity formation is important for new recruits to training programmes. The integration of the accumulation of knowledge and assessment is a key aspect in its acquisition. This study assessed this interaction in Public Health Training in one English region. Semi-structured interviews were held with 15 registrars from the West Midlands Public Health Training Programme. Pre-interview questionnaires gathered background information. A thematic content analysis approach was taken. There was a lack of integration between academic and workplace learning, the professional examination process and professional identity development. Registrars considered sitting the examination and their workplace learning as two parallel processes. Passing the examination was considered a key part in the early development of a professional identity but this was replaced by the opinions of others by the third year of training. Having a Masters' in Public Health was less important but played a different role in their perceived acceptance by the wider Public Health workforce. The lack of integration between assessment and learning seemed to have a detrimental effect on professional identity development. A review of how these two aspects might combine in a more positive manner is needed.

Identity Development in TAs and Tutors: From Preparation to Practice

ERIC Educational Resources Information Center

Bright, Alison Sarah

2010-01-01

This study examines how graduate teaching assistants of composition and peer and professional tutors of writing develop their identities as teacher and tutors in preparation programs. Research in teacher education programs indicates that when preparatory sessions highlight the concept of teacher identity in the preparation of K-12 teacher…

A Human Development Workshop on Cultural Identity for International Students.

ERIC Educational Resources Information Center

Castro-Abad, Cecilia

To provide international students at New Jersey's Brookdale Community College with exercises on cultural awareness, a Human Development Workshop on Cultural Identity has been designed. The workshop includes exercises on language, cultural relationships, cultural identity, and styles of achieving. The program is designed to help students feel free…

Religion and Positive Youth Development: Identity, Meaning, and Prosocial Concerns

ERIC Educational Resources Information Center

Furrow, James L.; King, Pamela Ebstyne; White, Krystal

2004-01-01

The role of religious identity in positive youth development was examined in this study of personal meaning and prosocial concerns in adolescence. A structural equation model was tested on a sample of 801 urban public high school students. Participants responded to questionnaires assessing religious identity, personal meaning, and prosocial…

Ethnic Identity and Career Development among First-Year College Students

ERIC Educational Resources Information Center

Duffy, Ryan D.; Klingaman, Elizabeth A.

2009-01-01

The current study explored the relation of ethnic identity achievement and career development progress among a sample of 2,432 first-year college students who completed the Career Decision Profile and Phinney's Multigroup Ethnic Identity Measure. Among students of color, correlational analyses revealed a series of statistically significant, but…

The Struggle for Self: Power and Identity in Adolescent Girls.

ERIC Educational Resources Information Center

Heilman, Elizabeth E.

1998-01-01

Reviews theories of identity formation ranging from the classic work of E. H. Erikson to postmodern and feminist theories, and incorporates qualitative research examining the identity formation of 14 adolescent girls. The article suggests that schools can serve as sites for deconstructing issues of socioeconomic status identity, body image…

Demystifying a Black Box: A Grounded Theory of How Travel Experiences Impact the Jewish Identity Development of Jewish Emerging Adults

ERIC Educational Resources Information Center

Aaron, Scott

2015-01-01

The positive impact on the Jewish Identity Development of Jewish Emerging Adults of both the 10 day trips to Israel popularly known as Birthright trips and the service learning trips commonly known as Alternative Spring Breaks has been well-documented. However, the mechanics of how this positive impact occurs has not been well-understood. This…

Maintaining equilibrium in professional role identity: a grounded theory study of health visitors' perceptions of their changing professional practice context.

PubMed

Machin, Alison I; Machin, Tony; Pearson, Pauline

2012-07-01

This article reports the study of a group of United Kingdom health visitors' interactions with their changing practice context, focusing on role identity and influences on its stability. United Kingdom policies have urged health visitors to refocus their role as key public health nurses. Reduced role identity clarity precipitated the emergence of different models of health visiting public health work. An inconsistent role standard can lead to role identity fragmentation and conflict across a group. It may precipitate individual role crisis, affecting optimum role performance. Seventeen health visitors in two United Kingdom community healthcare organizations participated in a grounded theory study, incorporating constant comparative analysis. Direct observations and individual interviews were undertaken between 2002 and 2008. Four interlinked categories emerged: professional role identity (core category); professional role in action; interprofessional working; and local micro-systems for practice; each influencing participants' sense of identity and self-worth. The Role Identity Equilibrium Process explains interactive processes occurring at different levels of participants' practice. Re-establishing equilibrium and consistency in health visiting identity is a priority. This study's findings have significance for other nurses and health professionals working in complex systems, affected by role change and challenges to role identity. © 2011 Blackwell Publishing Ltd.

Toward A Multilevel Theory of Career Development: Advancing Human Resource Development Theory Building

ERIC Educational Resources Information Center

Upton, Matthew G.; Egan, Toby Marshall

2007-01-01

The established limitations of career development (CD) theory and human resource development (HRD) theory building are addressed by expanding the framing of these issues to multilevel contexts. Multilevel theory building is an approach most effectively aligned with HRD literature and CD and HRD practice realities. An innovative approach multilevel…

Early childhood traumatic development and its impact on gender identity.

PubMed

Cohen, Y

2001-03-01

The author clarifies issues of gender identity typical to contemporary Western societies. Nowadays, we tend to emphasize self-autonomy as the main target of the individual's development. In adolescence this may cause many questions as to the adolescent's conception of his or her gender and sexual identity. These questions are the outcome of early development, and thus early traumas may impact the entire gender development. In this context, trauma includes not only major violations such as sexual abuse, terror attacks, and so forth, but also comprises events heretofore considered minor.

Simulated patients' perspectives of and perceived role in medical students' professional identity development.

PubMed

McLean, Michelle; Johnson, Patricia; Sargeant, Sally; Green, Patricia

2015-04-01

Much has been written about medical students' professional identity formation, the process of "becoming" a doctor. During their training, medical students interact with a range of teachers and trainers. Among these are simulated patients (SPs) who role-play patients, assisting students with their communication, procedural, and physical examination skills. With SPs regularly interacting with students, this qualitative study explored their views of students' emerging professional identities at one Australian medical school. SPs' contributions to developing professional identities were also explored. Fourteen SPs were interviewed individually or in pairs. After template analysis of the transcripts using a priori themes, a follow-up focus group (n = 7) was arranged. Although being older (implying maturity and more life experience) and exposure to real patients and previous health care experience were identified as contributing to developing an identity as a doctor, SPs recognized that for some, an existing professional identity might impede the development of a new identity. Simulated patients were of the opinion that they contributed to students' professional identities by creating a supportive environment for honing skills, which they did by realistically role-playing patient scripts, by making their bodies available, and by providing feedback as "patients." Through their authentic portrayal of patients and through their feedback, we are of the opinion that our SPs can contribute to students' developing identities as doctors. As lay individuals who often encounter students longitudinally, we believe that SPs offer a particular lens through which to view students' emerging identities as future doctors.

An examination of environmental collective identity development across three life-stages: The contribution of social public experiences at zoos

NASA Astrophysics Data System (ADS)

Fraser, John Robert

This research breaks ground toward a revised theory of how collective environmental identity is associated with pro-environmental behaviors. My research comprises three activities that examined the experiences of three groups of people who claim zoo visiting as an important part of their life-story. The three studied groups were; conservation biologists who describe zoo experiences as having significant formative role in their childhood development of environmental values; parents who prioritize zoo visits as an important cultural experiences for their children; and a active zoo volunteers. This research also investigated whether the group experiences these participants had at zoos contributed to the value these people place on their current collective and environmental identities. Field conservationists' interest in learning from animals was validated by parents who also valued education and helped these children develop identities that included other animals in their scope of justice. Parents used zoos instrumentally to promote caring for others as a skill that will serve their children's socio-political future as part of human society. In both cases, these experiences appeared to be shaped around developing attitudes that would include animals in these children's scope of justice in later life. Zoo volunteers included animals in their scope of justice, believing that other species were also important sources of for their knowledge development. Shared positive attitudes toward animals were central to volunteers feeling part of a community and contributing to their collective self-esteem. The group may serve a restorative function in their lives, allowing them to take on a more activist role in society, seeking to promote social norms that are more inclusive of animal rights, and helping them to change their behaviors toward more environmentally responsible ends. This research contributes to the understanding of the theory of planned behavior and the values

Becoming physics people: Development of physics identity in self-concept and practice through the Learning Assistant experience

NASA Astrophysics Data System (ADS)

Close, Eleanor

2016-03-01

The physics department at Texas State University has implemented a Learning Assistant (LA) program with reform-based instructional changes in our introductory course sequences. We are interested in how participation in the LA program influences LAs' identity both as physics students and as physics teachers; in particular, how being part of the LA community changes participants' self-concepts and their day-to-day practice. We analyze video of weekly LA preparation sessions and interviews with LAs as well as written artifacts from program applications, pedagogy course reflections, and evaluations. Our analysis of self-concepts is informed by the identity framework developed by Hazari et al., and our analysis of practice is informed by Lave and Wenger's theory of Communities of Practice. Regression models from quantitative 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. In addition to becoming more confident and competent in physics, LAs perceive themselves to have increased competence in communication and a stronger sense of belonging to a supportive and collaborative community; participation in the LA program also changes their ways of learning and of being students, both within and beyond physics. This research and the TXST LA program are supported by NSF DUE-1240036, NSF DUE-1431578, and the Halliburton Foundation.

Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice.

PubMed

Wald, Hedy S; Anthony, David; Hutchinson, Tom A; Liben, Stephen; Smilovitch, Mark; Donato, Anthony A

2015-06-01

Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

Leadership Identity Development through an Interdisciplinary Leadership Minor

ERIC Educational Resources Information Center

Sorensen, Tyson J.; McKim, Aaron J.; Velez, Jonathan J.

2016-01-01

Leadership development among postsecondary students can occur through a variety of experiences; one such experience is a leadership minor. The purpose of this descriptive interpretive study was to analyze students' experiences while enrolled in a leadership minor with a focus on exploring evidence of leadership identity development. By exploring…

Undergraduate Double Majors' Perceptions of Performer and Teacher Identity Development

ERIC Educational Resources Information Center

Sieger, Crystal

2016-01-01

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…

A Social Identity Approach to Understanding and Promoting Physical Activity.

PubMed

Stevens, Mark; Rees, Tim; Coffee, Pete; Steffens, Niklas K; Haslam, S Alexander; Polman, Remco

2017-10-01

Against the backdrop of a global physical inactivity crisis, attempts to both understand and positively influence physical activity behaviours are characterized by a focus on individual-level factors (e.g. cognitions, attitudes, motivation). We outline a new perspective, drawn from an emerging body of work exploring the applicability of social identity and self-categorization theories to domains of sport and health, from which to understand and address this pervasive problem. This social identity approach suggests that the groups to which people belong can be, and often are, incorporated into their sense of self and, through this, are powerful determinants of physical activity-related behaviour. We start by reviewing the current state of physical activity research and highlighting the potential for the social identity approach to help understand how social factors influence these behaviours. Next, we outline the theoretical underpinnings of the social identity approach and provide three key examples that speak to the analytical and practical value of the social identity approach in physical activity settings. Specifically, we argue that social identity (1) can be harnessed to promote engagement in physical activity, (2) underpins exercise group behaviour, and (3) underpins effective leadership in exercise settings. We conclude by identifying prospects for a range of theory-informed research developments.

[Identity construction in adolescents of migrant parents. Crosswise analysis of the identity process].

PubMed

Bouche-Florin, Laëtitia; Skandrani, Sara Marie; Moro, Marie Rose

2007-01-01

Adolescence is the specific stage during which psychological changes and identity searching are at the forefront of preoccupations. The identity construction proves to be particularly complex in a transcultural context. Starting from their clinical questioning, the authors propose a literature review of the process of identity construction in a population of adolescent children of migrant parents. This theoretical reflection is based on conceptualisations of this process in intercultural psychology, transcultural psychology and in the theory of dialogical self. Putting into perspective these different approaches and their interconnections will help better understand the reality of hybrid or half-breed identity during adolescence.

The effects of moral judgment and moral identity on moral behavior: an empirical examination of the moral individual.

PubMed

Reynolds, Scott J; Ceranic, Tara L

2007-11-01

Recognizing limitations in classic cognitive moral development theory, several scholars have drawn from theories of identity to suggest that moral behavior results from both moral judgments and moral identity. The authors conducted 2 survey-based studies with more than 500 students and managers to test this argument. Results demonstrated that moral identity and moral judgments both independently influenced moral behavior. In addition, in situations in which social consensus regarding the moral behavior was not high, moral judgments and moral identity interacted to shape moral behavior. This interaction effect indicated that those who viewed themselves as moral individuals pursued the most extreme alternatives (e.g., never cheating, regularly cheating)--a finding that affirms the motivational power of a moral identity. The authors conclude by considering the implications of this research for both theory and practice. (c) 2007 APA

In "Sociocultural In-Betweenness": Exploring Teachers' Translingual Identity Development through Narratives

ERIC Educational Resources Information Center

Ishihara, Noriko; Menard-Warwick, Julia

2018-01-01

In this article, we investigate second/foreign language teachers' translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers' intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers' identity on their…

Ethnic Identity and Language Choice across Online Forums

ERIC Educational Resources Information Center

Birnie-Smith, Jessica Rae

2016-01-01

This paper examines the language choice and ethnic identity construction online of four young Chinese Indonesians from West Kalimantan, Indonesia. The study draws on a combination of Social Identity model of De-individuation Effects (SIDE) theory and audience design theory to formulate a hypothesis about participants' linguistic behaviour within…

Assessing physics learning identity: Survey development and validation

NASA Astrophysics Data System (ADS)

Li, Sissi L.; Demaree, Dedra

2012-02-01

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.

Theories of Career Development. A Comparison of the Theories.

ERIC Educational Resources Information Center

Osipow, Samuel H.

These seven theories of career development are examined in previous chapters: (1) Roe's personality theory, (2) Holland's career typology theory, (3) the Ginzberg, Ginsburg, Axelrod, and Herma Theory, (4) psychoanalytic conceptions, (5) Super's developmental self-concept theory, (6) other personality theories, and (7) social systems theories.…

Divided Identity: Part-Time Faculty in Public Colleges and Universities

ERIC Educational Resources Information Center

Levin, John S.; Montero Hernandez, Virginia

2014-01-01

This article addresses the identity claims of part-time faculty at three types of higher education institutions. Using culture theory and professional identity theory, the article documents that part-time faculty members across institutions have a divided sense of identity. On the one hand, they perceive themselves as professionals based on their…

Place-Related Identity, Texts, and Transcultural Meanings

ERIC Educational Resources Information Center

Wyse, Dominic; Nikolajeva, Maria; Charlton, Emma; Hodges, Gabrielle Cliff; Pointon, Pam; Taylor, Liz

2012-01-01

The spatial turn has been marked by increasing interest in conceptions of space and place in diverse areas of research. However, the important links between place and identity have received less attention, particularly in educational research. This paper reports an 18-month research project that aimed to develop a theory of place-related identity…

Developing an Engineering Identity in Early Childhood

ERIC Educational Resources Information Center

Pantoya, Michelle L.; Aguirre-Munoz, Zenaida; Hunt, Emily M.

2015-01-01

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…

Developing an analytic lens for investigating identity as an embedder-of-numeracy

NASA Astrophysics Data System (ADS)

Bennison, Anne

2015-03-01

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.

Parenting practices and the transmission of ethnic identity.

PubMed

Davey, Maureen; Fish, Linda Stone; Askew, Julie; Robila, Mihaela

2003-04-01

Three years after being interviewed, a nonrandom, purposeful subsample of 14 Jewish families from a larger sample of 48 families living in Central New York was reinterviewed. The primary aim of this follow-up study was to develop a descriptive understanding of parenting practices and the transmission of ethnic identity. Semistructured family interviews were conducted and coded using grounded-theory techniques, in particular the constant comparative method of analysis. Four main qualitative categories emerged from this study: Individual differences in teenagers, stages of ethnic identity development, parenting practices, and parental role models. Findings suggest that clear expectations, a type of authoritative parenting, could be associated with the positive transmission of Jewish ethnic identity. This type of parenting style was direct as parents expressed clear expectations for participation in Jewish activities both at home and in the community.

The blood donor identity survey: a multidimensional measure of blood donor motivations.

PubMed

France, Christopher R; Kowalsky, Jennifer M; France, Janis L; Himawan, Lina K; Kessler, Debra A; Shaz, Beth H

2014-08-01

Evidence indicates that donor identity is an important predictor of donation behavior; however, prior studies have relied on diverse, unidimensional measures with limited psychometric support. The goals of this study were to examine the application of self-determination theory to blood donor motivations and to develop and validate a related multidimensional measure of donor identity. Items were developed and administered electronically to a sample of New York Blood Center (NYBC) donors (n=582) and then to a sample of Ohio University students (n=1005). Following initial confirmatory factor analysis (CFA) on the NYBC sample to identify key items related to self-determination theory's six motivational factors, a revised survey was administered to the university sample to reexamine model fit and to assess survey reliability and validity. Consistent with self-determination theory, for both samples CFAs indicated that the best fit to the data was provided by a six-motivational-factor model, including amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic regulation. The Blood Donor Identity Survey provides a psychometrically sound, multidimensional measure of donor motivations (ranging from unmotivated to donate to increasing levels of autonomous motivation to donate) that is suitable for nondonors as well as donors with varying levels of experience. Future research is needed to examine longitudinal changes in donor identity and its relationship to actual donation behavior. © 2014 AABB.

Influence of Adolescent Social Cliques on Vocational Identity.

ERIC Educational Resources Information Center

Johnson, John A.; Cheek, Jonathan M.

While Holland's (1973) theory of personality types and vocational identity is widely used, the theory does not specify the developmental antecedents of the six personality types. To examine the relationship between membership in adolescent social cliques and vocational identity in early adulthood, four groups of college students (N=192)…

Disability, Riding, and Identity: A Qualitative Study on the Influence of Riding on the Identity Construction of People with Disabilities

ERIC Educational Resources Information Center

Lundquist Wanneberg, Pia

2014-01-01

Semi-structured face-to-face interviews were used to examine the influence of riding on the identity construction of people with disabilities. The 15 participants, three men and 12 women, were between 15 and 65 years old and have various physical disabilities. The data analysis derives from identity theory, a social-psychological theory that…

Understanding Transgender Identity Development in Childhood and Adolescence

ERIC Educational Resources Information Center

Boskey, Elizabeth R.

2014-01-01

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,…

Animal Research Practices and Doctoral Student Identity Development in a Scientific Community

ERIC Educational Resources Information Center

Holley, Karri

2009-01-01

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…

Sibling recognition and the development of identity: intersubjective consequences of sibling differentiation in the sister relationship.

PubMed

Vivona, Jeanine M

2013-01-01

Identity is, among other things, a means to adapt to the others around whom one must fit. Psychoanalytic theory has highlighted ways in which the child fits in by emulating important others, especially through identification. Alternately, the child may fit into the family and around important others through differentiation, an unconscious process that involves developing or accentuating qualities and desires in oneself that are expressly different from the perceived qualities of another person and simultaneously suppressing qualities and desires that are perceived as similar. With two clinical vignettes centered on the sister relationship, the author demonstrates that recognition of identity differences that result from sibling differentiation carries special significance in the sibling relationship and simultaneously poses particular intersubjective challenges. To the extent that the spotlight of sibling recognition delimits the lateral space one may occupy, repeatedly frustrated desires for sibling recognition may have enduring consequences for one's sense of self-worth and expectations of relationships with peers and partners.

Understanding the Relationship between Parental Education and STEM Course Taking through Identity-Based and Expectancy-Value Theories of Motivation

ERIC Educational Resources Information Center

Svoboda, Ryan C.; Rozek, Christopher S.; Hyde, Janet S.; Harackiewicz, Judith M.; Destin, Mesmin

2016-01-01

High school students from lower-socioeconomic status (SES) backgrounds are less likely to enroll in advanced mathematics and science courses compared to students from higher-SES backgrounds. The current longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the SES and mathematics and science…

Teacher Investment in Learner Identity

ERIC Educational Resources Information Center

Reeves, Jenelle

2009-01-01

From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings…

The Importance of Developing Students' Academic and Professional Identities in Higher Education

ERIC Educational Resources Information Center

Jensen, Dorthe Høj; Jetten, Jolanda

2016-01-01

In higher educational research, there is a growing recognition that students' academic achievement is influenced by their opportunities for academic identity development; however, less attention has been given to the process and development of students' professional identity. In a qualitative study among 26 Danish and 11 Australian university…

National Identity within the National Museum: Subjectification within Socialization

ERIC Educational Resources Information Center

Weiser, M. Elizabeth

2015-01-01

Rhetorician Kenneth Burke's theory of identification usefully demonstrates how (and where) communities are able to engage with difficult, opposing viewpoints as they develop or maintain a sense of shared identity. Identification, "establishing a shared sense of values, attitudes, and interests with [an audience]," is promoted…

Researching Academic Identity: Using Discursive Psychology as an Approach

ERIC Educational Resources Information Center

McLean, Neil

2012-01-01

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…

Claiming and displaying national identity: Irish travellers' and students' strategic use of 'banal' and 'hot' national identity in talk.

PubMed

Joyce, Carmel; Stevenson, Clifford; Muldoon, Orla

2013-09-01

Two complementary explanations have been offered by social psychologists to account for the universal hold of national identity, first that national identity is ideologically assumed, as it forms the 'banal' background of everyday life, and second that national identity is 'hotly' constructed and contested in political and everyday settings to great effect. However, 'banal' and 'hot' aspects of national identity have been found to be distributed unevenly across national and subnational groups and banality itself can be strategically used to distinguish between different groups. The present paper develops these ideas by examining possible reasons for these different modes and strategies of identity expression. Drawing upon intergroup theories of minority and majority relations, we examine how a group who see themselves unequivocally as a minority, Irish Travellers, talk about their national identity in comparison to an age and gender-matched sample of Irish students. We find that Travellers proactively display and claim 'hot' national identity in order to establish their Irishness. Irish students 'do banality', police the boundaries and reputation of Irishness, and actively reject and disparage proactive displays of Irishness. The implications for discursive understandings of identity, the study of intra-national group relations and policies of minority inclusion are discussed. © 2012 The British Psychological Society.

Developing Professional Identity in LIS?

ERIC Educational Resources Information Center

Hussey, Lisa K.; Campbell-Meier, Jennifer

2016-01-01

Identity is the core of who we are as individuals. It shapes how we present ourselves, our expectations of how we interact with others and their treatment of us, and forms the basis of what we believe are our capabilities and potential. Identity is not limited to individuals, but also includes groups, such as clubs, organizations, and professions.…

[Delayed identity development, family relationships and psychopathology: Links between healthy and clinically disturbed youth].

PubMed

Seiffge-Krenke, Inge; Escher, Fabian J

2018-05-01

This study compared three groups of various age and health status (total N = 732) with respect to their identity status, stress level, and parental behavior. As expected, patients were characterized by delayed identity development, particularly ruminative exploration. Further, patients experienced high identity stress and described high levels of anxious paternal rearing and intrusive maternal psychological control. The patients‘ levels of both internalizing and externalizing symptomatology were high, and the impact of externalizing symptoms on identity arrest was strong. Identity status was delayed, albeit age adequate in both groups of healthy youths, with comparably high levels of anxious parental monitoring. Compared to adolescents, young adults were particularly active in their identity development, showing a high level of identity stress but no increase in psychopathology.

Science literacy and academic identity formulation

NASA Astrophysics Data System (ADS)

Reveles, John M.; Cordova, Ralph; Kelly, Gregory J.

2004-12-01

The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co-development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students.

"Haciendose Un Lider": Leadership Identity Development of Latino Men at a Predominantly White Institution

ERIC Educational Resources Information Center

Acosta, Alan A.

2017-01-01

Research on college student leadership is evolving, with more scholars studying the influence of social identities on the development of student leaders. Gaps exist in the literature on how race influences leadership identity development for many social identities in numerous institutional contexts, including for Latino men at Predominantly White…

Professional Identity Development in Higher Education: Influencing Factors

ERIC Educational Resources Information Center

Barbarà-i-Molinero, Alba; Cascón-Pereira, Rosalía; Hernández-Lara, Ana beatriz

2017-01-01

Purpose: In the last few years, the interest on professional identity development (PID) and the factors that influence PID has become central in higher education (HE) literature. However, the knowledge developed in this domain has focussed on a factor at a time and on a degree or discipline, thus being difficult to have a general picture of all…

Science teacher development and the lens of social media: An investigation into the identity and influences upon the development of elementary pre-service science teachers

NASA Astrophysics Data System (ADS)

Wall, Steven D.

Pre-service teacher education is committed to the cultivation of different forms of competency that include, but are not limited to, content knowledge and pedagogical skill (Levin, Hammer, & Coffey, 2009; Yerrick, 2005). While advances in practice have been made, pre-service elementary teachers (PS-ESTs) continue to exhibit anxiety and doubt about self-efficacy in science teaching. Teacher education is designed to encourage PS-ESTs to formulate useful practices, but PS-ESTs must first overcome limitations and anxiety generated by past, personal experiences and an acknowledged discomfort with science. While this goal is accomplished through contexts designed with that intent (e.g. methods courses, field experiences), challenges remain. Twenty-first century elementary teacher education research needs to examine influences associated with individual identities within specific roles (Gee, 2000), teaching and learning contexts and their inherent influences, and interactions that are enhanced by the increasing presence and influence of social networks. To examine and better understand identity, contexts, and interactional influences, blogs from two cohorts of PS-ESTs were examined to better understand how teacher education practices influenced PS-ESTs and to determine PS-ESTs beliefs about the teacher's role. The study was designed to answer the following research questions: "What is learned about the identity of PS-ESTs authored through social media, what contextual influences are acknowledged by PS-ESTs, and what interactions are occurring and what roles are they playing in the development of PS-ESTs?" This study used grounded theory and perceptual control theory (PCT) to analyze and reduce data to make assertions about PS-ESTs' development as teachers and influences upon their practices. Findings illuminated components of PS-EST teaching identities and suggested multiple implications within different domains, including the role of PST understandings of science

Identity Options in Russian Textbooks

ERIC Educational Resources Information Center

Shardakova, Marya; Pavlenko, Aneta

2004-01-01

This article introduces a new analytical approach to the study of identity options offered in foreign and second language textbooks. This approach, grounded in poststructuralist theory and critical discourse analysis, is applied to 2 popular beginning Russian textbooks. Two sets of identity options are examined in the study: imagined learners…

Fibonacci Identities, Matrices, and Graphs

ERIC Educational Resources Information Center

Huang, Danrun

2005-01-01

General strategies used to help discover, prove, and generalize identities for Fibonacci numbers are described along with some properties about the determinants of square matrices. A matrix proof for identity (2) that has received immense attention from many branches of mathematics, like linear algebra, dynamical systems, graph theory and others…

Leadership Role Identity Construction in Women's Leadership Development Programs

ERIC Educational Resources Information Center

Brue, Krystal L.; Brue, Shawn A.

2018-01-01

This article analyzes women's only leadership development training to determine how leadership roles are conceptualized and implemented, how women independently and collectively construct new leadership role identities, and how leadership identities are retained post training. Themes of nested validation, accepting the belonging narrative,…

Identities and motives of naturalist development program attendees and their relation to professional careers

NASA Astrophysics Data System (ADS)

Mraz, Jennifer Arin

In recent years, there has been much concern over the decline of biologists who actually identify themselves to be naturalists, which negatively impacts the field of conservation and the study of biology as a whole. This could result in a decrease in individuals who participate in naturalist-like activities, such as informal environmental education and environmental volunteerism. The purpose of my study was to determine what discourse identities were held by naturalist development program participants, how these discourse identities related to their volunteer motives in environmental settings, and how discourse identity related to professional careers. I defined identity through the lens of discourse-identity, which describes a person's identity as being conveyed through that individual's communication and actions. I conducted individual interviews or used an online questionnaire to ask questions to naturalist development program attendees about their workshop experience, relationship with nature, volunteer motives and activities, as well as professional career or career aspiration. Volunteer motives were quantitatively measured in both types of program participants using the published Volunteer Motivation Questionnaire. Overall, I found that 100 study participants had six discourse identities: naturalist (n = 27), aspiring naturalist ( n = 32), nature steward (n = 5), outreach volunteer (n = 6), casual nature observer (n = 22), and recreational nature user (n = 8). Naturalist development programs should focus on developing more naturalist-like discourse identities in their participants to help encourage participation in naturalist activities. Volunteer motives were ranked by importance to participants in the following order: helping the environment, learning, user, project organization, values and esteem, social, and career. The majority of Master Naturalist Program study participants that stated a career were in non-STEM careers; however, the majority of

Assessment of Identity Status in College Women Using Outer Space and Inner Space Interviews.

ERIC Educational Resources Information Center

Hopkins, Linda B.

1982-01-01

Investigated the validity of two approaches to the assessment of female identity status: the standard Outer Space interview used with males, and an Inner Space interview specifically developed for females. Found that, contrary to Erikson's theory, college women form their identities around Outer Space as well as Inner Space issues. (Author/GC)

Identity Development in Pre-Service Teachers Who Are Explainers in a Science Center: Dialectically Developing Theory and Praxis

ERIC Educational Resources Information Center

Gupta, Preeti

2009-01-01

This dissertation investigates how teaching in a hands-on science center contributes to re/shaping one's teaching identity. Situated at the New York Hall of Science (NYHS) in Queens, New York, my research approach is to conduct a critical ethnography where the focus is on improving the teaching and learning of science for all involved. In…

Identity Verification, Control, and Aggression in Marriage

ERIC Educational Resources Information Center

Stets, Jan E.; Burke, Peter J.

2005-01-01

In this research we study the identity verification process and its effects in marriage. Drawing on identity control theory, we hypothesize that a lack of verification in the spouse identity (1) threatens stable self-meanings and interaction patterns between spouses, and (2) challenges a (nonverified) spouse's perception of control over the…

Neurobiology of Gender Identity and Sexual Orientation.

PubMed

Roselli, Charles E

2017-12-06

Sexual identity and sexual orientation are independent components of a person's sexual identity. These dimensions are most often in harmony with each other and with an individual's genital sex, but not always. This review discusses the relationship of sexual identity and sexual orientation to prenatal factors that act to shape the development of the brain and the expression of sexual behaviors in animals and humans. One major influence discussed relates to organizational effects that the early hormone environment exerts on both gender identity and sexual orientation. Evidence that gender identity and sexual orientation are masculinized by prenatal exposure to testosterone and feminized in it absence is drawn from basic research in animals, correlations of biometric indices of androgen exposure and studies of clinical conditions associated with disorders in sexual development. There are, however, important exceptions to this theory that have yet to be resolved. Family and twin studies indicate that genes play a role, but no specific candidate genes have been identified. Evidence that relates to the number of older brothers implicates maternal immune responses as a contributing factor for male sexual orientation. It remains speculative how these influences might relate to each other and interact with postnatal socialization. Nonetheless, despite the many challenges to research in this area, existing empirical evidence makes it clear that there is a significant biological contribution to the development of an individual's sexual identity and sexual orientation. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Managing identity impacts associated with disclosure of HIV status: a qualitative investigation

PubMed Central

Frye, Victoria; Fortin, Princess; MacKenzie, Sonja; Purcell, David; Edwards, Lorece V.; Mitchell, Shannon Gwin; Valverde, Eduardo; Garfein, R.; Metsch, Lisa; Latka, Mary H

2011-01-01

Disclosure of HIV status to potential and current sex partners by HIV-positive people (HIVPP) is a complex issue that has received a significant amount of attention. Research has found that disclosure depends upon the evaluation by HIVPP of potential benefits and risks, especially of the risks stemming from the profound social stigma of HIV and AIDS. Drawing on concepts from Goffman’s classic stigma theory and Anderson’s more recently developed cultural-identity theory of drug abuse, we analyzed data from in-depth, post-intervention qualitative interviews with 116 heterosexually active, HIV-positive injection drug users enrolled in a randomized trial of a behavioral intervention to prevent HIV transmission. We explored how disclosure experiences lead to “identity impacts” defined as: (1) identity challenges (i.e. interactions that challenge an individual’s self-concept as a “normal” or non-deviant individual); and (2) identity transformations (i.e. processes whereby an individual comes to embrace a new identity and reject behaviors and values of an old one, resulting in the conscious adoption of a social and/or public identity as an HIV-positive individual). Participants engaged in several strategies to manage the identity impacts associated with disclosure. Implications of these findings for research and prevention programming are discussed. PMID:20024764

Pragmatics of the Development of Personal Identity in Adolescents in the Latin American Context.

PubMed

Tapia, Javier; Rojas, Adrián; Picado, Karol

2017-03-01

The present work proposes a pragmatic perspective of the development of personal identity. Such perspective is based on a unifying vision that incorporates the contribution of communicative pragmatics and becomes aware of the contribution of semiotics to psychology, without leaving aside the eriksonian point of view and other significant contributions in the field. The article defines identity in adolescence from a development approach, and adopts a systemic perspective concerning the insertion of adolescents in their context of formation as individuals. It then proposes a way to understand identity from a pragmatic-communicative perspective. Finally, it introduces two communicative use contexts from which personal identity can emerge, showing the importance of communication and language in the formation and development of identity.

"Minds Were Forced Wide Open": Black Adolescents' Identity Exploration in a Transformative Social Justice Class

ERIC Educational Resources Information Center

Harrell-Levy, Marinda K; Kerpelman, Jennifer L; Henry, Daniel

2016-01-01

Theories imply that transformative teaching influences positive identity development, but empirical studies of this relationship are sparse. It is clear that good teaching can positively influence youth; however, it is less clear how good teachers influence positive identity outcomes in youth, and in particular Black youth. We examined the…

Globalization and Identity Development: A Chinese Perspective

ERIC Educational Resources Information Center

Cheng, Min; Berman, Steven L.

2012-01-01

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…

The development of sex role stereotypes in the third year: relationships to gender labeling, gender identity, sex-typed toy preference, and family characteristics.

PubMed

Weinraub, M; Clemens, L P; Sockloff, A; Ethridge, T; Gracely, E; Myers, B

1984-08-01

The onset and development of preschoolers' awareness of sex role stereotypes, gender labeling, gender identity, and sex-typed toy preference were explored in 26-, 31-, and 36-month-old children. Gender labeling, gender identity, sex-typed toy preferences, and awareness of adult sex role differences were observed in significantly more 26-month-old children than would have been expected by chance. Verbal gender labeling was observed in a majority of 26-month-olds, while verbal and nonverbal gender identity were observed in a majority of 31-month-olds. Nonverbal gender labeling and awareness of adult sex role differences were observed in a majority of children by 36 months. No evidence of awareness of sex differences in children's toys was found in the majority of children at any age. Awareness of sex role differences in children's toys was not related to awareness of adult sex role differences. Brighter children were more aware of adult sex role differences. Sex-typed toy preference was not related to awareness of sex role differences but was related to gender identity. Predictors of sex role development included the mothers' employment, and the father's personality traits, attitudes toward women, and sex-typed activities in the home. Implications for theories of early sex role development are discussed.

Time-correlated gust loads using matched filter theory and random process theory - A new way of looking at things

NASA Technical Reports Server (NTRS)

Pototzky, Anthony S.; Zeiler, Thomas A.; Perry, Boyd, III

1989-01-01

This paper describes and illustrates two ways of performing time-correlated gust-load calculations. The first is based on Matched Filter Theory; the second on Random Process Theory. Both approaches yield theoretically identical results and represent novel applications of the theories, are computationally fast, and may be applied to other dynamic-response problems. A theoretical development and example calculations using both Matched Filter Theory and Random Process Theory approaches are presented.

Time-correlated gust loads using Matched-Filter Theory and Random-Process Theory: A new way of looking at things

NASA Technical Reports Server (NTRS)

Pototzky, Anthony S.; Zeiler, Thomas A.; Perry, Boyd, III

1989-01-01

Two ways of performing time-correlated gust-load calculations are described and illustrated. The first is based on Matched Filter Theory; the second on Random Process Theory. Both approaches yield theoretically identical results and represent novel applications of the theories, are computationally fast, and may be applied to other dynamic-response problems. A theoretical development and example calculations using both Matched Filter Theory and Random Process Theory approaches are presented.

Discursive Negotiation of Face via Email: Professional Identity Development in School Counseling Supervision

ERIC Educational Resources Information Center

Gordon, Cynthia; Luke, Melissa

2012-01-01

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…

Retirees' Social Identity and Satisfaction with Retirement

ERIC Educational Resources Information Center

Michinov, Estelle; Fouquereau, Evelyne; Fernandez, Anne

2008-01-01

The purpose of this study was to examine the structure of retirees' social identity and its impact on satisfaction with retirement. From social identity theory formulations, we assumed that (1) retiree-identity was comprised of three distinct components (cognitive, evaluative, and affective), and (2) only the affective component would play a role…

Multidimensional Identity Model Revisited: Implications for Student Affairs

ERIC Educational Resources Information Center

Pope, Raechele L.; Reynolds, Amy L.

2017-01-01

This chapter explores the connection between the authors' foundational Multidimensional Identity Model and intersectionality. The authors discuss the challenges and promises of capturing a holistic, intersectional perspective in identity theory, as well as how to engage the concept of identity as practitioners.

Identity development in cultural context: The role of deviating from master narratives.

PubMed

McLean, Kate C; Lilgendahl, Jennifer P; Fordham, Chelsea; Alpert, Elizabeth; Marsden, Emma; Szymanowski, Kathryn; McAdams, Dan P

2017-08-18

The great majority of research on identity and personality development has focused on individual processes of development, to the relative neglect of the cultural context of development. We employ a recently articulated framework for the examination of identity development in context, centered on the construct of master narratives, or culturally shared stories. Across four studies, we asked emerging and midlife adults (N = 512) to narrate personal experiences of deviations from these master narratives. Across three quantitative studies, we show that (a) those who elaborated their deviation experiences were more likely to be in structurally marginalized positions in society (e.g., ethnic or sexual minorities); (b) those who elaborated an empowering alternative to the master narrative were more likely to be engaged in identity processes; and (c) master narratives maintain their rigidity by the frequency of their use. In study 4, using qualitative analyses, we illustrate the rigidity of master narratives, as well as the degree to which they take shape in social and group experiences. These studies emphasize the importance of cultural context in considering personality and identity development. © 2017 Wiley Periodicals, Inc.

The development of elementary teacher identities as teachers of science

NASA Astrophysics Data System (ADS)

Carrier, Sarah J.; Whitehead, Ashley N.; Walkowiak, Temple A.; Luginbuhl, Sarah C.; Thomson, Margareta M.

2017-09-01

The purpose of this qualitative study was to investigate the contributions of pre-service teachers' memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants' identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.

Developing an Identity as an EdD Leader: A Reflexive Narrative Account

ERIC Educational Resources Information Center

Tupling, Claire L.; Outhwaite, Deborah

2017-01-01

This article considers the challenges encountered by a recently appointed assistant programme leader in establishing an identity as a leader of an EdD programme. In discussing literature on the development of the EdD, the article recognizes an existing concern with student identity but highlights a need to consider the development of the EdD…

Studying the old masters of nursing: A critical student experience for developing nursing identity.

PubMed

Kelly, Jacinta; Watson, Roger; Watson, James; Needham, Malachi; Driscoll, Laura O

2017-09-01

In the past professional identity in nursing was inculcated in students alongside institutional pride. A strong sense of professional identity is key to staff retention and recruitment and key to the delivery of quality nursing care. With the wholesale transfer of pre-registration nursing education to the third level sector, however, the reality is that students now divide their affiliations between university and healthcare institutions and professional identity development may be stymied. For this reason, there is need to explore alternative means of developing professional identity. Exposure to nursing history may counteract this tendency. Based on adult nursing students' reflections of a visit to the Florence Nightingale Museum, we discuss the potential of this activity in aiding development of critical professional identity. Copyright © 2017 Elsevier Ltd. All rights reserved.

Racial Identity Development of Transracial Adoptees during College: A Narrative Inquiry

ERIC Educational Resources Information Center

Powell, Anne-Elizabeth C.

2017-01-01

This narrative inquiry study focused on the research question: "How do lived experiences during college contribute to racial identity formation of Black or biracial students who were adopted domestically by White parents?" The purpose of the study was to better understand the racial identity development of transracial adoptees (TRA)…

Between Continuity and Change: Identities and Narratives within Teacher Professional Development

ERIC Educational Resources Information Center

Curwood, Jen Scott

2014-01-01

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 as to…

Reconceptualising "Identity Slippage": Additional Language Learning and (L2) Identity Development

ERIC Educational Resources Information Center

Armour, William

2009-01-01

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…

Optimal Experience and Personal Growth: Flow and the Consolidation of Place Identity.

PubMed

Bonaiuto, Marino; Mao, Yanhui; Roberts, Scott; Psalti, Anastasia; Ariccio, Silvia; Ganucci Cancellieri, Uberta; Csikszentmihalyi, Mihaly

2016-01-01

This study examined the relationship between flow experience and place identity, based on eudaimonistic identity theory (EIT) which prioritizes self-defining activities as important for an individual's identification of his/her goals, values, beliefs, and interests corresponding to one's own identity development or enhancement. This study focuses on place identity, the identity's features relating to a person's relation with her/his place. The study is also based on flow theory, according to which some salient features of an activity experience are important for happiness and well-being. Questionnaire surveys on Italian and Greek residents focused on their perceived flow and place identity in relation to their own specific local place experiences. The overall findings revealed that flow experience occurring in one's own preferred place is widely reported as resulting from a range of self-defining activities, irrespective of gender or age, and it is positively and significantly associated with one's own place identity. Such findings provide the first quantitative evidence about the link between flow experienced during meaningfully located self-defining activities and identity experienced at the place level, similarly to the corresponding personal and social levels that had been previously already empirically tested. Results are also discussed in terms of their implications for EIT's understanding and enrichment, especially by its generalization from the traditional, personal identity level up to that of place identity. More generally, this study has implications for maintaining or enhancing one's own place identity, and therefore people-place relations, by means of facilitating a person's flow experience within psychologically meaningful places.

The Correlation between Feminist Identity Development and Psychological Maltreatment in Intimate Relationships among College Students

ERIC Educational Resources Information Center

Citarella, Ashley I.; Mueller, John A.

2015-01-01

The purpose of this study was to determine if a relationship exists between feminist identity and psychological maltreatment in intimate relationships among college students. Existing research and theories have raised questions about the relationship between these constructs, but no studies have yet explored the relationship between them. The…

A Review of Research Supporting the Development of Moral Identity in Youth

ERIC Educational Resources Information Center

Imbriaco, Joseph J.

2017-01-01

How can we inspire our youth to consistently do what is right? Lectures and readings on ethics could help, but are unlikely to spur intrinsic motivation. A more comprehensive option is to aid in the development of a characterbased moral identity which will stay with them as they grow. The development of a moral identity is desirable because it can…

Beyond self-esteem: influence of multiple motives on identity construction.

PubMed

Vignoles, Vivian L; Regalia, Camillo; Manzi, Claudia; Golledge, Jen; Scabini, Eugenia

2006-02-01

Diverse theories suggest that people are motivated to maintain or enhance feelings of self-esteem, continuity, distinctiveness, belonging, efficacy, and meaning in their identities. Four studies tested the influence of these motives on identity construction, by using a multilevel regression design. Participants perceived as more central those identity elements that provided a greater sense of self-esteem, continuity, distinctiveness, and meaning; this was found for individual, relational, and group levels of identity, among various populations, and by using a prospective design. Motives for belonging and efficacy influenced identity definition indirectly through their direct influences on identity enactment and through their contributions to self-esteem. Participants were happiest about those identity elements that best satisfied motives for self-esteem and efficacy. These findings point to the need for an integrated theory of identity motivation. Copyright 2006 APA, all rights reserved.

Displacement Identity in Transit: A Nauru Case Study

ERIC Educational Resources Information Center

Donehue, Tracey E.

2017-01-01

Based on Darvin and Norton's (2015) reconceptualization of identity theory highlighting the recursive relationship between identity, capital, and ideology, this study posits that refugee and asylum seeker adolescents and adults in transit on Nauru are ascribed a 'displacement identity' through externally imposed normative ideologies. In addressing…

To Seem and to Feel: Situated Identities and Literacy Practices

ERIC Educational Resources Information Center

Bartlett, Lesley

2007-01-01

Background/Context: This study draws upon and contributes to sociocultural studies of literacy (a.k.a. New Literacy Studies), sociohistorical theories of identity formation, and practice theories of language interaction to argue that "becoming literate" requires critical inter- and intra-personal identity work accomplished through…

"Unhomely" Academic Developer Identities: More Post-Colonial Explorations

ERIC Educational Resources Information Center

Manathunga, Catherine

2007-01-01

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…

Emotional Development: Fostering the Child's Identity. Instructor's Manual.

ERIC Educational Resources Information Center

McFadden, Emily Jean

"Emotional Development: Fostering the Child's Identity" is a manual for use in training families providing service to foster children. Consisting of information to be covered in eight class sessions and numerous appendices providing supplementary material, this instructor's manual contains instructor's materials and participants' course content.…

Focus on Identity Development: A Proposal for Addressing English Teacher Attrition

ERIC Educational Resources Information Center

Hochstetler, Sarah

2011-01-01

Placing teacher identity work (e.g. thinking critically about what it means to be a teacher) late in the curriculum of education programs could contribute to the high attrition rate of secondary English teachers. This article argues for more attention to teacher identity development early in candidate coursework to better prepare them for the…

Becoming a Doctor in Different Cultures: Toward a Cross-Cultural Approach to Supporting Professional Identity Formation in Medicine.

PubMed

Helmich, Esther; Yeh, Huei-Ming; Kalet, Adina; Al-Eraky, Mohamed

2017-01-01

Becoming a doctor is fundamentally about developing a new, professional identity as a physician, which in and of itself may evoke many emotions. Additionally, medical trainees are increasingly moving from one cultural context to another and are challenged with navigating the resulting shifts in their professional identify. In this Article, the authors aim to address medical professional identity formation from a polyvocal, multidisciplinary, cross-cultural perspective. They delineate the cultural approaches to medical professionalism, reflect on professional identity formation in different cultures and on different theories of identity development, and advocate for a context-specific approach to professional identity formation. In doing so, the authors aim to broaden the developing professional identity formation discourse to include non-Western approaches and notions.

The Rural-Urban Divide, Intergroup Relations, and Social Identity Formation of Rural Migrant Children in a Chinese Urban School

ERIC Educational Resources Information Center

Zhang, Donghui

2018-01-01

Through ethnographic fieldwork conducted at a Beijing public school, this study aims to investigate how rural migrant children in China negotiate and construct their identity vis-à-vis the school's local children. Building on social identity theory, this study reveals that rural migrant children develop a strong non-local group identity as a…

Health region development from the perspective of system theory - an empirical cross-regional case study.

PubMed

Volgger, Michael; Mainil, Tomas; Pechlaner, Harald; Mitas, Ondrej

2015-01-01

Governments are increasingly establishing health regions to deal with current challenges of public health service. These regions are seen as instruments to balance public and private stakeholders, and offer health care to regional citizens as well as to medical/health tourists. However, it is still unclear how the development of such health regions as well as their governance may be conceptualized. We apply Luhmann's system theory approach in the context of a cross-regional case study that compares health region developments in the Autonomous Province of Bolzano-South Tyrol (Italy) with particular regard to the Eastern Dolomites and in the province of Zeeland (the Netherlands). We suggest that Luhmann's system theory provides a useful set of criteria to evaluate and judge health region development. Fully developed health regions can be understood as auto-poietic systems. By emphasizing programs, personnel, and communication channels, these case studies illustrate the suitability of the system theory toolset to analyze the governance and spatial embeddedness of health regions. Additionally, the study contributes to literature by indicating that health regions are closely related to identity issues and to decision making in regions. Copyright © 2014 Elsevier Ltd. All rights reserved.

Cinematherapy in Gifted Education Identity Development: Integrating the Arts through STEM-Themed Movies

ERIC Educational Resources Information Center

Kangas, Timothy C.; Cook, Michelle; Rule, Audrey C.

2017-01-01

Gifted students, because of their advanced development compared to peers, have emotional needs that require differentiated education programs. Asynchronous social and emotional development of gifted students often leads to identity issues. Cinematherapy can be used to help gifted students explore their identities through analysis of the actions of…

Kinetic theory for identical, frictional, nearly elastic disks

NASA Astrophysics Data System (ADS)

Yoon, David K.; Jenkins, James T.

2005-08-01

We develop kinetic theory for slightly frictional and nearly elastic disks. The tangential interaction is modeled by two parameters: a Coulomb friction coefficient and a tangential restitution coefficient. Assuming Maxwellian velocity distribution functions for both translational and rotational velocities, we derive exact expressions for the rates of dissipation of translational and rotational fluctuation energies per unit area. Setting the rotational dissipation rate to zero, as in a steady, homogeneous shearing flow, we find the ratio of the rotational temperature to the translational. In the case of small friction, this is used to determine an effective coefficient of normal restitution. In this way, the effects of small friction can be incorporated into the theory, thereby dispensing with the need to separately consider the complete balances for the momentum and the energy of the rotational motion.

Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

PubMed

Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

2013-01-01

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.

Effects of the professional identity development programme on the professional identity, job satisfaction and burnout levels of nurses: A pilot study.

PubMed

Sabancıogullari, Selma; Dogan, Selma

2015-12-01

The aim of this study was to evaluate the effects of the Professional Identity Development Program on the professional identity, job satisfaction and burnout levels of registered nurses. This study was conducted as a quasi-experimental one with 63 nurses working in a university hospital. Data were gathered using the Personal Information Questionnaire, the Professional Self Concept Inventory, Minnesota Job Satisfaction Inventory and the Maslach Burnout Inventory. The Professional Identity Development Program which consists of ten sessions was implemented to the study group once a week. The Program significantly improved the professional identity of the nurses in the study group compared to that of the control group. During the research period, burnout levels significantly decreased in the study group while those of the control group increased. The programme did not create any significant differences in the job satisfaction levels of the nurses. The programme had a positive impact on the professional identity of the nurses. It is recommended that the programme should be implemented in different hospitals with different samples of nurses, and that its effectiveness should be evaluated. © 2014 Wiley Publishing Asia Pty Ltd.

Using the theory of planned behaviour and self-identity to explain chlamydia testing intentions in young people living in deprived areas.

PubMed

Booth, Amy R; Norman, Paul; Harris, Peter R; Goyder, Elizabeth

2014-02-01

The study sought to (1) explain intentions to get tested for chlamydia regularly in a group of young people living in deprived areas using the theory of planned behaviour (TPB); and (2) test whether self-identity explained additional variance in testing intentions. A cross-sectional design was used for this study. Participants (N = 278, 53% male; M = 17.05 years) living in deprived areas of a UK city were recruited from a vocational education setting. Participants completed a self-administered questionnaire, including measures of attitude, injunctive subjective norm, descriptive norm, perceived behavioural control, self-identity, intention and past behaviour in relation to getting tested for chlamydia regularly. The TPB explained 43% of the variance in chlamydia testing intentions with all variables emerging as significant predictors. However, self-identity explained additional variance in intentions (ΔR(2)  = .22) and emerged as the strongest predictor, even when controlling for past behaviour. The study identified the key determinants of intention to get tested for chlamydia regularly in a sample of young people living in areas of increased deprivation: a hard-to-reach, high-risk population. The findings indicate the key variables to target in interventions to promote motivation to get tested for chlamydia regularly in equivalent samples, amongst which self-identity is critical. What is already known on this subject? Young people living in deprived areas have been identified as an at-risk group for chlamydia. Qualitative research has identified several themes in relation to factors affecting the uptake of chlamydia testing, which fit well with the constructs of the Theory of Planned Behaviour (TPB). Identity concerns have also been identified as playing an important part in young people's chlamydia testing decisions. What does this study add? TPB explained 43% of the variance in chlamydia testing intentions and all variables were significant predictors

African American Identity and a Theory for Primary Cultural Instructional Design

ERIC Educational Resources Information Center

Thomas, Michael K.; Columbus, Marco A.

2010-01-01

This article is on the strange confluence of culture, identity, learning, and systemic design. We argue that the work of instructional design is, essentially, work on culture and identity. A person's culture and identity fully and inextricably situate their thought, action, and interaction. For this reason, this inherent situatedness of culture…

The dynamic development of gender variability.

PubMed

Fausto-Sterling, Anne

2012-01-01

We diagram and discuss theories of gender identity development espoused by the clinical groups represented in this special issue. We contend that theories of origin relate importantly to clinical practice, and argue that the existing clinical theories are under-developed. Therefore, we develop a dynamic systems framework for gender identity development. Specifically, we suggest that critical aspects of presymbolic gender embodiment occur during infancy as part of the synchronous interplay of caregiver-infant dyads. By 18 months, a transition to symbolic representation and the beginning of an internalization of a sense of gender can be detected and consolidation is quite evident by 3 years of age. We conclude by suggesting empirical studies that could expand and test this framework. With the belief that better, more explicit developmental theory can improve clinical practice, we urge that clinicians take a dynamic developmental view of gender identity formation into account.

Teacher Identity Development: A Collective Case Study of English as a Foreign Language Pre-Service Teachers Learning to Teach in an Indonesian University Teacher Education Program

ERIC Educational Resources Information Center

Riyanti, Dwi

2017-01-01

The purpose of this study is to examine how English as a foreign language pre-service teachers develop their identities through the process of learning to teach in a university microteaching class and a student teaching practicum within a multilingual Indonesian context. A sociocultural theoretical lens incorporating activity theory as well as a…

A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement

NASA Astrophysics Data System (ADS)

Morelock, John R.

2017-11-01

Studies exploring what it means to be an engineer professionally have been conducted for decades, but have boomed in recent years. This systematic literature review aims to organise extant studies on engineering identity by coding around four key variables: (a) definitions of engineering identity, (b) factors affecting engineering identity development, (c) interventions affecting engineering identity development, and (d) means of measuring identity. In doing so, this review provides strategies for future research and educational interventions to advance work related to engineering identity. Publications were selected for inclusion by screening and appraising results obtained from databases and keywords refined through a scoping study. Derived from key findings, suggestions for future research include bridging disparate strands of engineering identity literature and incorporating more varied methodological approaches. Also from key findings, suggestions for future practice involve better connecting existing definitions of engineering identity and factors known to affect identity development with identity-related interventions.

The Role of Mentoring, Coaching, and Advising in Developing Leadership Identity.

PubMed

Priest, Kerry L; Kliewer, Brandon W; Hornung, Marcia; Youngblood, R J

2018-06-01

A changing world calls for leaders with the capacity for collaborative, socially responsible forms of leadership. The development of this capacity is connected to the growth of one's leadership identity. This chapter addresses how mentors, advisors, and coaches play a role in helping students formulate and grow in their leadership identity, and therefore their capacity for exercising leadership. © 2018 Wiley Periodicals, Inc.

Career preference theory: A grounded theory describing the effects of undergraduate career preferences on student persistence in engineering

NASA Astrophysics Data System (ADS)

Dettinger, Karen Marie

This study used grounded theory in a case study at a large public research university to develop a theory about how the culture in engineering education affects students with varying interests and backgrounds. According to Career Preference Theory, the engineering education system has evolved to meet the needs of one type of student, the Physical Scientist. While this educational process serves to develop the next generation of engineering faculty members, the majority of engineering undergraduates go on to work as practicing engineers, and are far removed from working as physical scientists. According to Career Preference Theory, students with a history of success in mathematics and sciences, and a focus on career, enter engineering. These students, who actually have a wide range of interests and values, each begin seeking an identity as a practicing engineer. Career Preference Theory is developed around a concept, Career Identity Type, that describes five different types of engineering students: Pragmatic, Physical Scientist, "Social" Scientist, Designer, and Educator. According to the theory, each student must develop an identity within the engineering education system if they are to persist in engineering. However, the current undergraduate engineering education system has evolved in such a way that it meets only the needs of the Physical Scientist. Pragmatic students are also likely to succeed because they tend to be extremely goal-focused and maintain a focus on the rewards they will receive once they graduate with an engineering degree. However, "Social" Scientists, who value interpersonal relationships and giving back to society; Designers, who value integrating ideas across disciplines to create aesthetically pleasing and useful products; and Educators, who have a strong desire to give back to society by working with young people, must make some connection between these values and a future engineering career if they are to persist in engineering. According

Complications in the Development of a Female Sexual Identity

ERIC Educational Resources Information Center

Magagna, Jeanne; Pepper Goldsmith, Tara

2009-01-01

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.

Bridging Identities and Disciplines: Advances and Challenges in Understanding Multiple Identities

ERIC Educational Resources Information Center

Phinney, Jean S.

2008-01-01

The chapters in this volume address the need for a better understanding of the development of intersecting identities over age and context. The chapters provide valuable insights into the development of identities, particularly group identities. They highlight common processes across identities, such as the role of contrast and comparison and the…

Development and Validation of the Alcohol Identity Implicit Associations Test (AI-IAT)

PubMed Central

Gray, Heather M.; LaPlante, Debi A.; Bannon, Brittany L.; Ambady, Nalini; Shaffer, Howard J.

2011-01-01

Alcohol identity is the extent to which an individual perceives drinking alcohol to be a defining characteristic of his or her self-identity. Although alcohol identity might play an important role in risky college drinking practices, there is currently no easily administered, implicit measure of this concept. Therefore we developed a computerized implicit measure of alcohol identity (the Alcohol Identity Implicit Associations Test; AI-IAT) and assessed its reliability and predictive validity in relation to risky college drinking practices. One hundred forty-one college students completed the AI-IAT. Again 3- and 6-months later, we administered the AI-IAT and indices of engagement in risky college drinking practices. A subset of participants also completed the previously-validated implicit measure of alcohol identity. Scores on the AI-IAT were stable over time, internally consistent, and positively correlated with the previously-validated measure of alcohol identity. Baseline AI-IAT scores predicted future engagement in risky college drinking practices, even after controlling for standard alcohol consumption measures. We conclude that the AI-IAT reliably measures alcohol identity, a concept that appears to play an important role in risky college drinking practices. PMID:21621924

Problems of Students Identity Development in the Educational Environment of the University for Humanities

ERIC Educational Resources Information Center

Gabdrakhmanova, Rashida G.; Khodyreva, Elena A.; Tornyova, Biyan?a L.

2016-01-01

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…

Socialization to Student Affairs: Early Career Experiences Associated with Professional Identity Development

ERIC Educational Resources Information Center

Hirschy, Amy S.; Wilson, Maureen E.; Liddell, Debora L.; Boyle, Kathleen M.; Pasquesi, Kira

2015-01-01

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…

Making Meaning: Identity Development of Black Undergraduate Women

ERIC Educational Resources Information Center

Porter, Christa J.; Dean, Laura A.

2015-01-01

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…

The birth of modern criminology and gendered constructions of homosexual criminal identity.

PubMed

Woods, Jordan Blair

2015-01-01

There is a dearth of engagement with LGBTQ populations, and sexual orientation and gender identity more broadly, in the field of criminology. This article analyzes the treatment of sexual orientation and gender identity at the birth of the discipline around the 1870 s. Through an analysis of Cesare Lombroso's writings, the article argues that a multifaceted stigma of deviance attached to homosexuality and gender nonconformity in early criminological theory. The article explains this multifaceted stigma in terms of broader political, social, cultural, and legal developments before and during the late nineteenth century that shaped modern Western conceptions of sexual orientation and gender identity.

A longitudinal study of ego identity development at a liberal arts college.

PubMed

Waterman, A S; Goldman, J A

1976-12-01

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.

Quantum entanglement of identical particles by standard information-theoretic notions

PubMed Central

Lo Franco, Rosario; Compagno, Giuseppe

2016-01-01

Quantum entanglement of identical particles is essential in quantum information theory. Yet, its correct determination remains an open issue hindering the general understanding and exploitation of many-particle systems. Operator-based methods have been developed that attempt to overcome the issue. Here we introduce a state-based method which, as second quantization, does not label identical particles and presents conceptual and technical advances compared to the previous ones. It establishes the quantitative role played by arbitrary wave function overlaps, local measurements and particle nature (bosons or fermions) in assessing entanglement by notions commonly used in quantum information theory for distinguishable particles, like partial trace. Our approach furthermore shows that bringing identical particles into the same spatial location functions as an entangling gate, providing fundamental theoretical support to recent experimental observations with ultracold atoms. These results pave the way to set and interpret experiments for utilizing quantum correlations in realistic scenarios where overlap of particles can count, as in Bose-Einstein condensates, quantum dots and biological molecular aggregates. PMID:26857475

Identity styles, positive youth development, and civic engagement in adolescence.

PubMed

Crocetti, Elisabetta; Erentaitė, Rasa; Zukauskienė, Rita

2014-11-01

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.

School Kids/Street Kids: Identity Development in Latino Students. Sociology of Education Series.

ERIC Educational Resources Information Center

Flores-Gonzalez, Nilda

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…

[Womanhood today--identity experiences and identity crises].

PubMed

Kast, V

1985-01-01

Modern women's identity crises and the various possibilities of identification along the way towards a new identity can be seen as her attempts to develop out of the depressive situation that her once normal role identity had, to a large extent, placed her in. Under this aspect, even concepts of living that are seen by many to be problematic can be justified as leading along the way towards identity, which is so essential for human relationships and interpersonal empathy.

What's the Trouble with Identity? Practices and Theories from France

ERIC Educational Resources Information Center

Mozere, Liane

2006-01-01

To theorize the "becoming child" this article presents desire rather than identity, following Deleuze and Guattari. For desire to proliferate differently, everything that social, religious and moral identities try to control and police, following Foucault, must be deconstructed, reconceptualized and enabled. To show how this is possible…

Identity and Language: Contributions to and Consequences of Speaking Spanish in the Workplace

ERIC Educational Resources Information Center

Bergman, Mindy E.; Watrous-Rodriguez, Kristen M.; Chalkley, Katherine M.

2008-01-01

Language is an important marker of identity. Guided by social identity theory and using a grounded theory approach, this study examined how languages are chosen and shape experiences in the workplace. Results suggest that language use is influenced by both external (norms, business needs) and internal (identity, language comfort) processes.…

Identity Production in Figured Worlds: How Some Multiracial Students become Racial Atravesados/as

ERIC Educational Resources Information Center

Chang, Aurora

2014-01-01

Using Holland et al.'s ("Identity and agency in cultural worlds," Harvard University Press, Cambridge, 1998) theory of identity and their concept of figured worlds, this article provides an overview of how twenty-five undergraduates of color came to produce a Multiracial identity. Using Critical Race Theory methodology with…

Achievement Goal Orientations and Identity Formation Styles

ERIC Educational Resources Information Center

Kaplan, Avi; Flum, Hanoch

2010-01-01

The present article points to shared underlying theoretical assumptions and central processes of a prominent academic motivation perspective--achievement goal theory--and recent process perspectives in the identity formation literature, and more specifically, identity formation styles. The review highlights the shared definition of achievement…

Leader identity as an antecedent of the frequency and consistency of transformational, consideration, and abusive leadership behaviors.

PubMed

Johnson, Russell E; Venus, Merlijn; Lanaj, Klodiana; Mao, Changguo; Chang, Chu-Hsiang

2012-11-01

Drawing from identity-based theories of leadership, we examined relations of leader identity with leader behavior and perceived effectiveness. To do so, we employed multiwave methodology to examine the differential impact of leaders' chronic collective, relational, and individual identities on the frequency and consistency of their subsequent transformational, consideration, and abusive behaviors over a 3-week period. We also examined the relative importance of these leadership behaviors for predicting perceived leader effectiveness as rated by subordinates and peers. Results indicated that leaders' collective and individual identities were uniquely related to transformational and abusive behaviors, respectively. We also observed a significant collective by individual identity interaction, such that abusive behaviors were most frequent when a strong individual identity was paired with a weak collective identity. Frequency of transformational behaviors accounted for the largest proportion of variance in perceived leader effectiveness, followed by frequency of abusive behaviors and consistency of transformational behaviors. We discuss the implications of these findings for leadership theory and development. (c) 2012 APA, all rights reserved.

Exposure to domestic violence and identity development among adolescent university students in South Africa.

PubMed

Makhubela, Malose S

2012-06-01

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.

Okinawan Consciousness and Identity Salience and Development among Okinawan University Students Studying in Hawai'i

ERIC Educational Resources Information Center

Taira, Kazufumi; Yamauchi, Lois A.

2018-01-01

After Japan's annexation in 1879, Okinawa came under the unprecedented influence of Japanization. This research examined how learning in Hawai'i influenced the Okinawan sense of identity of 11 Okinawan students. Grounded theory analysis of interview transcripts indicated that students became more conscious as Okinawan through encounters and…

Peer Influence on Gender Identity Development in Adolescence

ERIC Educational Resources Information Center

Kornienko, Olga; Santos, Carlos E.; Martin, Carol Lynn; Granger, Kristen L.

2016-01-01

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…

Developing a physics expert identity in a biophysics research group

NASA Astrophysics Data System (ADS)

Rodriguez, Idaykis; Goertzen, Renee Michelle; Brewe, Eric; Kramer, Laird H.

2015-06-01

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.

A cultural contracts perspective: examining American Indian identity negotiations in academia.

PubMed

Lamsam, Teresa Trumbly

2014-01-01

Education has played a central role in identity confusion, and to this day, it is used to assimilate American Indians. For those American Indians who persist through doctoral degrees and enter academe, resisting assimilation is especially risky and often tiresome. In this conceptual exploration of identity, Cultural Contracts theory serves to illuminate the path of the American Indian academic journey. Although never applied in an American Indian context, cultural contracts theory may provide a bridge between the seemingly disparate strains of identity research and leave us with a sense of scope and potential for the theory's application.

Determinant factors of gender identity: a commentary.

PubMed

Liao, Lih-Mei; Audi, Laura; Magritte, Ellie; Meyer-Bahlburg, Heino F L; Quigley, Charmian A

2012-12-01

Paediatric specialists involved in the care of children with disorders of sex development may be expected to provide straightforward answers to questions concerning the "true sex" of a child, reflecting common perceptions of sex/gender as an immutable binary biological reality. This article highlights how much more broad and complex the topic of gender identity and its development is. Many theories have been put forward to advance knowledge of gender identity. Against the breadth and depth of this vast topic, the current overview is inevitably incomplete. It begins by arguing for a more consistent use of 'sex' and 'gender'. It considers in turn three influential theoretical frameworks that lend themselves to empirical research. These are: 1) the role of the brain; 2) the role of socialisation; and 3) multi-dimensional gender development. The article ends by suggesting potentially fruitful questions and areas for future research. Copyright © 2012 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.

Islam on Campus: Identity Development of Muslim-American College Students

ERIC Educational Resources Information Center

Dey, Farouk

2012-01-01

Although the study of college student development has progressed during the last decades to address various aspects of identity development across a wide range of diverse populations, there is a noticeable gap in the literature about Muslim-American college students and how the university experience impacts their development as young adults. The…

Optimal Experience and Personal Growth: Flow and the Consolidation of Place Identity

PubMed Central

Bonaiuto, Marino; Mao, Yanhui; Roberts, Scott; Psalti, Anastasia; Ariccio, Silvia; Ganucci Cancellieri, Uberta; Csikszentmihalyi, Mihaly

2016-01-01

This study examined the relationship between flow experience and place identity, based on eudaimonistic identity theory (EIT) which prioritizes self-defining activities as important for an individual’s identification of his/her goals, values, beliefs, and interests corresponding to one’s own identity development or enhancement. This study focuses on place identity, the identity’s features relating to a person’s relation with her/his place. The study is also based on flow theory, according to which some salient features of an activity experience are important for happiness and well-being. Questionnaire surveys on Italian and Greek residents focused on their perceived flow and place identity in relation to their own specific local place experiences. The overall findings revealed that flow experience occurring in one’s own preferred place is widely reported as resulting from a range of self-defining activities, irrespective of gender or age, and it is positively and significantly associated with one’s own place identity. Such findings provide the first quantitative evidence about the link between flow experienced during meaningfully located self-defining activities and identity experienced at the place level, similarly to the corresponding personal and social levels that had been previously already empirically tested. Results are also discussed in terms of their implications for EIT’s understanding and enrichment, especially by its generalization from the traditional, personal identity level up to that of place identity. More generally, this study has implications for maintaining or enhancing one’s own place identity, and therefore people–place relations, by means of facilitating a person’s flow experience within psychologically meaningful places. PMID:27872600

MINORITY STRESS, POSITIVE IDENTITY DEVELOPMENT, AND DEPRESSIVE SYMPTOMS: IMPLICATIONS FOR RESILIENCE AMONG SEXUAL MINORITY MALE YOUTH.

PubMed

Bruce, Douglas; Harper, Gary W; Bauermeister, Jose A

2015-09-01

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. 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. 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. 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.

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

ERIC Educational Resources Information Center

Naidoo, Kara

2017-01-01

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the…

From Babies into Boys and Girls: The Acquisition of Gender Identity.

ERIC Educational Resources Information Center

Cahill, Spencer E.

Naturally occurring interactions recorded during participant observation in two preschools were analyzed in order to develop a distinctively sociological theory of gender identity acquisition. Attention was focused on the use of sex-categorical terms and the "grammar" of sex categorization practices underlying this usage. The analysis…

Influences of the Campus Experience on the Ethnic Identity Development of Students of Color

ERIC Educational Resources Information Center

Maramba, Dina C.; Velasquez, Patrick

2012-01-01

This qualitative research study examined ethnic identity development among underrepresented students of color at a selective, research intensive, predominantly White university. The objective focused on influences of the campus experience on students' ethnic identity development when they entered and as they prepared to graduate from college.…

[Body Integrity Identity Disorder (BIID): interrogation of patients and theories for explanation].

PubMed

Kasten, E

2009-01-01

Apotemnophilia, Amputee Identity Disorder or Body Integrity Identity Disorder (BIID) is the intensive feeling that the body will be "more complete" after amputation of a limb. The article disputes the question of matching personality characteristics of these subjects and asks for motives. Based on reports of nine individuals, triggering experiences are referred. In contrast to other children, often these subjects were fascinated by the sight of a handicapped person. In the article is investigated, whether the concerned limb showed more affections. Described is typical pretending behavior. Parallels to body dysmorphic disorder (BDD), fetishism, or delusions are investigated. These were minor, in most cases the wish was fixated on a specific limb, the subjects were aware of the abnormity of their desire and quarreled with the pros and cons. Sexual motives were found in one third. Some of the interviewed persons were in medical or psychological therapy; this did not let the desire disappear. In several BIID sufferers the wish for amputation changed, e. g. from the left to the right leg. This finding is not in accordance with the brain-dysfunction-theory. These people rather have an ideal of a "perfect" body minus one arm or leg. Most admire the beauty of a stump, and see amputees as "heroes" who still master their life in spite of their handicap. BIID is not a homogenous disturbance, one should separate three axes: 1. Strength of neuronal dysfunction, 2. Psychic components (e. g. secondary morbid gain) and 3. Intensity of sexual interests.

Understanding What Is Possible across a Career: Professional Identity Development beyond Transition to Teaching

ERIC Educational Resources Information Center

Mahmoudi-Gahrouei, Vahid; Tavakoli, Mansoor; Hamman, Doug

2016-01-01

Professional identity surfaces repeatedly as an important underlying factor in teacher development. A sequential explanatory mixed methods design was used to investigate identity development in terms of teachers' expected and feared possible selves. Teachers (n = 120) representing three career groups (prospect, new, and experienced) participated.…

MINORITY STRESS, POSITIVE IDENTITY DEVELOPMENT, AND DEPRESSIVE SYMPTOMS: IMPLICATIONS FOR RESILIENCE AMONG SEXUAL MINORITY MALE YOUTH

PubMed Central

Bruce, Douglas; Harper, Gary W.; Bauermeister, Jose A.

2015-01-01

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

Scientific literacy and discursive identity: A theoretical framework for understanding science learning

NASA Astrophysics Data System (ADS)

Brown, Bryan A.; Reveles, John M.; Kelly, Gregory J.

2005-09-01

In this paper we propose the construct of discursive identity as a way to examine student discourse. We drew from the work of Gee (2001, Review of Research in Education, 25, 99-125) and Nasir and Saxe (2003, Educational Researcher, 32(5), 14-18) to consider the multiple contexts and developmental timescales of student discursive identity development. We argue that theories of scientific literacy need to consider the sociocultural contexts of language use in order to examine fully affiliation and alienation associated with appropriation of scientific discourse. As an illustrative case, we apply discursive identity to series of short exchanges in a fifth-grade classroom of African-American students. The discussion examines potential co-construction of student identity and scientific literacy.

Cover and Concealment: Women Student Veterans and Identity Development

ERIC Educational Resources Information Center

Hullender, Tamara L.

2016-01-01

This phenomenological inquiry explored the relationship between prior military service and identity development in women veteran students. Interpretive phenomenology and intersectionality served as theoretical lenses for understanding the lived experiences of participants transitioning from the military, in which they were service women, to campus…

Asymptotic identity in min-plus algebra: a report on CPNS.

PubMed

Li, Ming; Zhao, Wei

2012-01-01

Network calculus is a theory initiated primarily in computer communication networks, especially in the aspect of real-time communications, where min-plus algebra plays a role. Cyber-physical networking systems (CPNSs) are recently developing fast and models in data flows as well as systems in CPNS are, accordingly, greatly desired. Though min-plus algebra may be a promising tool to linearize any node in CPNS as can be seen from its applications to the Internet computing, there are tough problems remaining unsolved in this regard. The identity in min-plus algebra is one problem we shall address. We shall point out the confusions about the conventional identity in the min-plus algebra and present an analytical expression of the asymptotic identity that may not cause confusions.

East Asian adolescents' ethnic identity development and cultural integration: A qualitative investigation.

PubMed

Yoon, Eunju; Adams, Kristen; Clawson, Angela; Chang, Hanna; Surya, Shruti; Jérémie-Brink, Gihane

2017-01-01

Drawing on the current conceptualization of acculturation/enculturation as bilinear, multidimensional processes proceeding in interaction with surrounding contexts, this study examined ethnic identity development and cultural integration of 13 adolescents from East Asian immigrant families. Five domains emerged via the Consensual Qualitative Research method: ethnic/cultural identity and socialization; bicultural living; racial context-racism and stereotypes; family context-parental expectation; and peer context-friendship/dating. Overall, the participants experienced a cultural split and discontinuity between the 2 worlds of home and ethnic community versus school and society in general. They received strong ethnic socialization messages from family and ethnic community. Although most participants experienced hurtful racial discrimination, they used passive coping (e.g., dismiss, minimize, defend perpetrators). The model minority stereotype was prevalent and deeply engrained in many aspects of their lives including ethnic identity development, cultural socialization messages from mainstream society, discrimination experiences, and academic/occupational demands imposed by self, parents, peers, and society. Although they appreciated parents' high expectations of academic/occupational success, they felt pressured and desired to have space and independence. Friendship/dating patterns reflected ethnic identity development as well as contextual influence. Implications for research and practice are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Developing a Teacher Identity in the University Context: A Systematic Review of the Literature

ERIC Educational Resources Information Center

van Lankveld, Thea; Schoonenboom, Judith; Volman, Monique; Croiset, Gerda; Beishuizen, Jos

2017-01-01

This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studies was carried out. The review showed that several factors contribute to the development of teacher…

Citizen Science: Opportunities for Girls' Development of Science Identity

NASA Astrophysics Data System (ADS)

Brien, Sinead Carroll

Many students in the United States, particularly girls, have lost interest in science by the time they reach high school and do not pursue higher degrees or careers in science. Several science education researchers have found that the ways in which youth see themselves and position themselves in relation to science can influence whether they pursue science studies and careers. I suggest that participation in a citizen science program, which I define as a program in which girls interact with professional scientists and collect data that contributes to scientific research, could contribute to changing girls' perceptions of science and scientists, and promote their science identity work. I refer to science identity as self-recognition and recognition by others that one thinks scientifically and does scientific work. I examined a case study to document and analyze the relationship between girls' participation in a summer citizen science project and their development of science identity. I observed six girls between the ages of 16 and 18 during the Milkweed and Monarch Project, taking field notes on focal girls' interactions with other youth, adults, and the scientist, conducted highly-structured interviews both pre-and post- girls' program participation, and interviewed the project scientist and educator. I qualitatively analyzed field notes and interview responses for themes in girls' discussion of what it meant to think scientifically, roles they took on, and how they recognized themselves as thinking scientifically. I found that girls who saw themselves as thinking scientifically during the program seemed to demonstrate shifts in their science identity. The aspects of the citizen science program that seemed to most influence shifts in these girls' science identities were 1) the framing of the project work as "real science, 2) that it involved ecological field work, and 3) that it created a culture that valued data and scientific work. However, some of the girls only

Erikson's Psychosocial Theories Help Explain Early Adolescence.

ERIC Educational Resources Information Center

Manning, M. Lee

1988-01-01

Middle school educators can design a learning environment for early adolescents based on Erik Erikson's social development theories, which divide human life into eight psychological stages. The identity versus role confusion stage characterizing adolescence will significantly determine the developing person's future. Schools can help learners…

Factors that Influence the Identity Development of Punjabi American Women

ERIC Educational Resources Information Center

Gill, Satinder Kaur

2010-01-01

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…

Examining Identity Styles and Religiosity among Chilean Undergraduate Students

ERIC Educational Resources Information Center

Grajales, Tevni E.; Leon, Vicente; Al Nasser, Fatimah; Hooley, Esther; Sample, Melina; Sommers, Brittany

2016-01-01

This study tested Berzsonky's theory of identity styles and identity commitment in predicting religiosity. Participants were university students (N = 320) from Chile who were surveyed with the ISI-3 and BRS-6 instruments to measure identity styles and religiosity. Path analysis was used to test the model, which suggested that the three identity…

Bicultural identity conflict in second-generation Asian Canadians.

PubMed

Stroink, Mirella L; Lalonde, Richard N

2009-02-01

Researchers have shown that bicultural individuals, including 2nd-generation immigrants, face a potential conflict between 2 cultural identities. The present authors extended this primarily qualitative research on the bicultural experience by adopting the social identity perspective (H. Tajfel & J. C. Turner, 1986). They developed and tested an empirically testable model of the role of cultural construals, in-group prototypicality, and identity in bicultural conflict in 2 studies with 2nd-generation Asian Canadians. In both studies, the authors expected and found that participants' construals of their 2 cultures as different predicted lower levels of simultaneous identification with both cultures. Furthermore, the authors found this relation was mediated by participants' feelings of prototypicality as members of both groups. Although the perception of cultural difference did not predict well-being as consistently and directly as the authors expected, levels of simultaneous identification did show these relations. The authors discuss results in the context of social identity theory (H. Tajfel & J. C. Turner) as a framework for understanding bicultural conflict.

Critical Race Theory in India: "Theory Translation" and the Analysis of Social Identities and Discrimination in Indian Schooling

ERIC Educational Resources Information Center

Goodnight, Melissa Rae

2017-01-01

This article examines ethical and philosophical considerations in "theory translation," i.e. translating a theoretical framework from its original place to another national context. Critical race theory (CRT) was developed in the United States through significant struggle in order to analyze everyday racism. Marginalized groups have…

The structure of the perceived professional identity of Japanese public health nurses.

PubMed

Iwasaki, Riho; Kageyama, Masako; Nagata, Satoko

2018-05-01

As health problems become more diverse and complicated, the way public health nurses (PHNs) work is changing. Research at the conceptual level of professional identity of PHNs is lacking. This study aimed to explore the structure of the perceived professional identity of Japanese PHNs. Grounded theory method was used. Twenty-five PHNs in Japanese municipalities were participated in the study. Data were collected through semistructured interviews and analyzed using open, axial, and selective coding. Three categories emerged: (1) providing support to the consulter directly, (2) working as a member of the administrative organization, and (3) working for all residents to improve community development. The modality of perceived professional identity showed interindividual and intraindividual differences and was either stable or unstable. The perceived professional identities coexisted, but there was a conflict between (1) and (2). PHNs should be made aware of the three identities revealed in our study and the possibility of a conflict between identities. Moreover, to ensure working for all residents to improve community development, a population-based approach to education is needed with cooperation of universities and clinical practice. © 2018 Wiley Periodicals, Inc.

From Social Identity to Professional Identity: Issues of Language and Gender

ERIC Educational Resources Information Center

Velez-Rendon, Gloria

2010-01-01

This study draws from sociocultural theory to examine how biographical factors interplay with contextual factors to shape the professional identity of a Spanish language teacher candidate. Specifically, it explores the student teaching experience of Marcos, a 30-year-old language teacher candidate from South America. Analysis of the data reveals…

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development

ERIC Educational Resources Information Center

Pelling, Nadine

2008-01-01

The relationship between supervisory identity development and supervisory experience, counseling experience, and training in supervision was examined for Association for Counselor Education and Supervision (ACES) members. Analyses indicated that supervisory experience and training were related to supervisory identity development, whilst counseling…

Hurricane Ike and My Mother: How Loss of Extended Self Contributed to Identity Development

ERIC Educational Resources Information Center

Holcomb, Michelle R.

2017-01-01

Natural disasters can strike anywhere at any time. As new disasters inevitably loom in the future, it is important to understand how the consequences of natural disaster loss lead to identity development. This work adds to the lack of research linking identity development and natural disaster by looking at an individual's process of identity…

Career Development: Theory and Practice.

ERIC Educational Resources Information Center

Montross, David H., Ed.; Shinkman, Christopher J., Ed.

This book explores the latest developments in the theory and practice of career development, as seen by 21 professionals in the field. The study is organized in four parts that cover the following areas: the latest thinking about career theory; the career stages of exploration, establishment, maintenance, and decline; current thinking about the…

Identity Development: What I Notice about Myself as a Teacher

ERIC Educational Resources Information Center

Ó Gallchóir, Ciarán; O'Flaherty, Joanne; Hinchion, Carmel

2018-01-01

Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of…

The development, evolution, and status of Holland's theory of vocational personalities: Reflections and future directions for counseling psychology.

PubMed

Nauta, Margaret M

2010-01-01

This article celebrates the 50th anniversary of the introduction of John L. Holland's (1959) theory of vocational personalities and work environments by describing the theory's development and evolution, its instrumentation, and its current status. Hallmarks of Holland's theory are its empirical testability and its user-friendliness. By constructing measures for operationalizing the theory's constructs, Holland and his colleagues helped ensure that the theory could be implemented in practice on a widespread basis. Empirical data offer considerable support for the existence of Holland's RIASEC types and their ordering among persons and environments. Although Holland's congruence hypotheses have received empirical support, congruence appears to have modest predictive power. Mixed support exists for Holland's hypotheses involving the secondary constructs of differentiation, consistency, and vocational identity. Evidence of the continued impact of Holland's theory on the field of counseling psychology, particularly in the area of interest assessment, can be seen from its frequent implementation in practice and its use by scholars. Ideas for future research and practice using Holland's theory are suggested.

Awakening to the politics of food: Politicized diet as social identity.

PubMed

Chuck, Chelsea; Fernandes, Samantha A; Hyers, Lauri L

2016-12-01

In this qualitative study, the process of developing a politicized identity around diet was explored through a social psychological lens. Applying one of the most influencial models of group identity development proposed by Cross (1978) in which an "encounter" experience spurs an awakening into a politicized identity, we asked 36 participants who followed alternative diets due to political reasons to describe their unique encounter experiences that brought them to their politicized awakening. Their self-identified diets included pescetarian, vegetarian, vegan, raw, non-GMO/organic, and reduced meat consumption. Participants described the rationale for their diets, their "encounter" or awakening to their politicized diets, and whether they viewed their diet as a part of their identity. Using thematic analysis, we identified four key types of encounters that sparked their politicization: a series of integrated events, exposure to educational materials, a direct visceral emotional experience, and guidance from a role model. We discuss the results with regard to the politics of food, the nature of the politicized dieter's identity as part of a minority food culture, and the difficulties of engaging in political action through one's diet. The underexplored benefits of applying social psychological theories of identity to research on dietary subcultures is also discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Contextual Antecedents of Identity Development in an Adventure Recreation Setting: A Qualitative Inquiry

ERIC Educational Resources Information Center

Duerden, Mat D.; Taniguchi, Stacy; Widmer, Mark

2011-01-01

Researchers have focused primarily on the processes and outcomes associated with adolescent identity development. Less is known about the interpersonal and contextual elements that facilitate the identity formation process. Therefore, the purpose of this study was to qualitatively investigate a structured recreation context that had been…

Responses to professional identity threat: Identity management strategies in incident narratives of health care professionals.

PubMed

van Os, Annemiek; de Gilder, Dick; van Dyck, Cathy; Groenewegen, Peter

2015-01-01

The purpose of this paper is to explore sensemaking of incidents by health care professionals through an analysis of the role of professional identity in narratives of incidents. Using insights from social identity theory, the authors argue that incidents may create a threat of professional identity, and that professionals make use of identity management strategies in response to this identity threat. The paper draws on a qualitative analysis of incident narratives in 14 semi-structured interviews with physicians, nurses, and residents at a Dutch specialist hospital. The authors used an existing framework of identity management strategies to categorize the narratives. The analysis yielded two main results. First, nurses and residents employed multiple types of identity management strategies simultaneously, which points to the possible benefit of combining different strategies. Second, physicians used the strategy of patronization of other professional groups, a specific form of downward comparison. The authors discuss the implications of the findings in terms of the impact of identity management strategies on the perpetuation of hierarchical differences in health care. The authors argue that efforts to manage incident handling may profit from considering social identity processes in sensemaking of incidents. This is the first study that systematically explores how health care professionals use identity management strategies to maintain a positive professional identity in the face of incidents. This study contributes to research on interdisciplinary cooperation in health care.

Gender identity outcomes in children with disorders/differences of sex development: Predictive factors.

PubMed

Bakula, Dana M; Mullins, Alexandria J; Sharkey, Christina M; Wolfe-Christensen, Cortney; Mullins, Larry L; Wisniewski, Amy B

2017-06-01

Disorders/differences of sex development (DSD) comprise multiple congenital conditions in which chromosomal, gonadal, and/or anatomical sex are discordant. The prediction of future gender identity (i.e., self-identifying as male, female, or other) in children with DSD can be imprecise, and current knowledge about the development of gender identity in people with, and without DSD, is limited. However, sex of rearing is the strongest predictor of gender identity for the majority of individuals with various DSD conditions. When making decisions regarding sex of rearing biological factors (e.g., possession of a Y chromosome, degree and duration of pre- and postnatal androgen exposure, phenotypic presentation of the external genitalia, and fertility potential), social and cultural factors, as well as quality of life should be considered. Information on gender identity outcomes across a range of DSD diagnoses is presented to aid in sex of rearing assignment. Copyright © 2017 Elsevier Inc. All rights reserved.

Exclusion, Engagement and Identity Construction in a Socioeconomically Diverse Middle School Wind Band Classroom

ERIC Educational Resources Information Center

Hoffman, Adria Rachel

2012-01-01

The purpose of this multiple case study was to explore the wind band classroom as a social context and examine its influence on middle-school students' identity constructions. The integration of sociologically based identity theory and social identity theory from social psychology suggested by Deaux and Martin as well as Stets and Burke proved…

Stability of Attachment Representations during Adolescence: The Influence of Ego-Identity Status.

ERIC Educational Resources Information Center

Zimmermann, Peter; Becker-Stoll, Fabienne

2002-01-01

Examines two core assumptions of attachment theory: internal working models of attachment should increase in stability during development, and attachment is related to the adaptive solution of stage-salient issues, in adolescence, specifically to identity formation. Results show secure attachment representation was positively associated with the…