Capturing the collectivist cultural dynamics of vocational identity formation in Macao: expanding the three-dimensional status model

2021 ◽  
Author(s):  
Baixiao Ouyang ◽  
Shuh-Ren Jin ◽  
Hsiu-Lan Shelley Tien
Keyword(s):  
Identity Formation ◽  
Three Dimensional ◽  
Vocational Identity ◽  
Cultural Dynamics

scholarly journals Creating an Online Self: Developing Virtual Identity in Online Group Interaction Spaces

2021 ◽  
Vol 5 (3) ◽  
pp. 18-31
Author(s):  
George King’ara ◽  
Deckillah Omukoba
Keyword(s):  
Identity Formation ◽  
Impression Management ◽  
Communication Theory ◽  
Three Dimensional ◽  
Individual Group ◽  
Online Groups ◽  
Virtual Identity ◽  
Group Members ◽  
Dimensional Identity ◽  
Online Group

Online groups have pervasively become platforms for association and interaction. Hence, it is important to study how interactions on these virtual groups affect the selves of individual group members, and whether communication activities in these groups lead to formation of virtual identities of active members which is distinguishable from their non-mediated identity. To analyze the development of virtual identity, four focus group discussions of ten youthful participants each, who were members of various online groups, were conducted and eight social media experts were interviewed. Concepts of Communication Theory of Identity (CTI) and Uses and Gratification Theory were employed to analyze collected data in assessing how online group interactions that involve fashioning identity, impression management, anonymity and pro-social behavior lead to formation of online group members virtual identity. We first interrogate how these online groups shape behavior online by interrogating the individual group member’s conversations and actions online and paralleling them with their conversations and actions offline. Second, using the three-dimensional identity formation model (Crocetti, Rubini, & Meeus, 2008), we crystalize how these online interactions and behavior cause individual group member’s to feel, think and understand themselves in ways that promote a unique online-self, which we refer to as the virtual identity. 

scholarly journals Gendered Vocational Identities – Female Students' Strategies for Identity Formation During Workplace-Based Learning in Male-Dominated Work

2021 ◽  
Vol 8 (3) ◽  
pp. 334-354
Author(s):  
Lisa Ferm ◽  
Maria Gustavsson
Keyword(s):  
Identity Formation ◽  
Community Of Practice ◽  
Relevant Information ◽  
Vocational Identity ◽  
Female Students ◽  
Individual Responsibility ◽  
Industrial Workers ◽  
Work Community ◽  
Upper Secondary ◽  
Male Dominated

Purpose: This article investigates female vocational students' strategies for becoming part of a workplace community, what these strategies are and how they are tied to the formation of vocational identities within male-dominated industrial work. Of particular interest is how female students enrolled on Swedish upper secondary industrial programmes experience workplace-based learning at industrial workplaces as part of their vocational education. The theoretical framework derives from Wenger's concept of community of practice, but his theoretical concept does not explicitly include gender dimensions. Therefore, the concept of community of practice is also combined with Paechter's assumption of gender, whereby femininity and masculinity can be considered as different communities of practice. Methods: The article draws on evidence from a Swedish study based on interviews with 20 female students enrolled on the industrial programme at six upper secondary schools. In this vocational programme, there is a distinct gender distribution and only a small minority of the students on the programme are girls. In the analysis, the focus is on the female students' strategies used during workplace-based learning to become part of the work community which consists almost exclusively of male workers.Findings: The female students deliberately negotiated vocational identities as female industrial workers to become accepted in the male-dominated work community. The findings highlight three specific strategies that the female students used: Acting like gender does not matter, acting like boys (not like drama queens), and acting tough and joking around. The female students' strategies were part of – and tied to – a complex vocational identity formation process that featured contradictory requirements. By taking individual responsibility, they identified relevant information for becoming industrial workers and chose to act like boys. The female students saw no problem with being a girl, yet they struggled with implicit, diffuse and hidden gender structures and prejudices in the male-dominated industrial companies. Nevertheless, they strived for what they perceived to be an attractive vocational identity as industrial workers; it was an alternative, atypically feminine way of being that attracted the female students. Conclusions: The study concludes that female students mostly rely on their individual agency when interacting with others in the male-dominated workplace community. A "gendered vocational identity" is formed which shows that the identity formation of female students is a complex double process, in which vocational and gender identities are formed simultaneously and in parallel within the male-dominated workplace. 

Intimacy dating goals and relationship satisfaction during adolescence and emerging adulthood: Identity formation, age and sex as moderators

2006 ◽  
Vol 30 (2) ◽  
pp. 167-177 ◽  
Author(s):  
Melanie J. Zimmer-Gembeck ◽  
Jillian Petherick
Keyword(s):  
Relationship Satisfaction ◽  
Identity Formation ◽  
Romantic Relationship ◽  
Sex Role ◽  
Vocational Identity ◽  
Role Identity ◽  
Role Identities ◽  
Sex Role Identity ◽  
Classic Theory ◽  
Dating Goals

Intimacy and identity are life tasks of the adolescent and emerging adult years. Erikson's (1969) classic theory signifies that young people should show progress in identity formation before intimate relationships are formed. Drawing from a motivational life-task perspective, others (Sanderson & Cantor, 1995) have proposed that there are individual differences in intimacy dating goals, while individuals make progress in identity formation. In the current study, associations among romantic relationship satisfaction, intimacy dating goals, vocational identity, and sex role identity were examined. Participants ( N= 242, age 17 to 21) who had relatively more formed sex role identities were higher in intimacy dating goals than others. Participants with relatively higher intimacy dating goals were more satisfied with their relationships. The association between intimacy dating goals and relationship satisfaction was stronger among (a) older participants, (b) those with more formed vocational identities, and (c) those with less formed sex role identities. Few main or moderating effects of participant sex were found.

scholarly journals A Path Towards a Possible Future – Adult Students’ Choice of Vocational Education

2021 ◽  
Author(s):  
Tobias Karlsson ◽  
Karolina Muhrman ◽  
Sofia Nyström
Keyword(s):  
Adult Education ◽  
Identity Formation ◽  
Vocational Education ◽  
Adult Students ◽  
Vocational Identity ◽  
Vocational Education And Training ◽  
Educational Choices ◽  
Academic Degree ◽  
Underlying Causes ◽  
Training Programmes

AbstractToday’s society is characterized by high unemployment, a prevailing trust in and demands for an academic degree, and an emphasis on the individual’s own responsibility for their educational choices. This study aims to examine adults’ vocational education choices, their intentions in connection with municipal adult education (MAE) studies, and how this relates to identity formation. The study is based on 18 interviews and compares students from two vocational MAE training programmes in assistant nursing and floor laying. The analysis has identified different pathways concerning adult students’ decisions to enrol in municipal adult education and a specific vocational education and training (VET) programme. We see educational choices and paths in terms of underlying causes or as forward-looking rationalities. The results show that the process of identity formation is larger than simply one of vocational becoming within a vocational community of practice, since MAE studies involve a student’s whole being, including both their personal identity trajectories and their vocational identity formation. With this article we hope to provide a foundation for a pedagogical discussion about student intentions, focusing on how different subjectivities affect students with regard to their future vocational becoming.

Vocational Identity Formation of College Students in Macau

2016 ◽  
Vol 64 (3) ◽  
pp. 244-258 ◽  
Author(s):  
Baixiao Ouyang ◽  
Shuh-Ren Jin ◽  
Hsiu-Lan Shelley Tien
Keyword(s):  
College Students ◽  
Identity Formation ◽  
Vocational Identity

Development and Validation of the Career Identity Development Inventory

2022 ◽  
pp. 106907272110633
Author(s):  
Elodie Wendling ◽  
Michael Sagas
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
College Graduates ◽  
Vocational Identity ◽  
Future Research ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Career Identity ◽  
Future Research Directions ◽  
Development And Validation

The primary aims of this study were to address existing measurement concerns in the neo-Eriksonian identity literature and fill a gap in the vocational identity literature by developing and validating the Career Identity Development Inventory (CIDI). As the processes of identity formation and career development share close conceptual ties, we introduced an integrated conceptual model of career identity development from which CIDI was developed to be comprised of two subscales, CIDI-E and CIDI-C, that were each composed of four career identity dimensions. In Study 1, we delineated how CIDI was constructed and reported initial evidence of validity and reliability using a sample of 398 US college graduates. We further tested the psychometric properties of CIDI in Study 2 using confirmatory factor analyses with another sample of 419 US college graduates. Implications for using CIDI at the variable and person level, and future research directions are provided to further the understanding of the career identity development process.

scholarly journals Vocational Students’ Ways of Handling the Academic/Vocational Divide

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Lisa Ferm
Keyword(s):  
Identity Formation ◽  
Practical Knowledge ◽  
Qualitative Interviews ◽  
Vocational Identity ◽  
Further Education ◽  
Vocational Students ◽  
Theoretical Knowledge ◽  
Industrial Workers ◽  
Strategic Choices ◽  
Types Of Knowledge

Purpose: The focus of this article is on Swedish vocational students’ own thoughts about different types of knowledge and how these thoughts relate to the forming of their vocational identities. The article reports on a study which investigates how vocational students handle the division between theoretical and practical knowledge as they learn to become skilled industrial workers. Theoretical and practical knowledge are often presented as dichotomies in a hierarchy, where theoretical knowledge is more highly valued than practical knowledge. The division between theoretical and practical knowledge is known in research as "the academic/vocational divide". This divide is particularly relevant to vocational students, as they need to deal with both types of knowledge as they navigate between the contexts of school and work.Methods: This study is part of a research project on vocational students’ learning and identity formation. The empirical material is based on qualitative interviews with 44 students enrolled on the industrial programme at Swedish upper secondary schools.Findings: The study revealed three different ways in which vocational students handled the academic/vocational divide: Placing higher value on practical knowledge than on theoretical knowledge, reinforcing the separation between school and work, and selecting theoretical subjects as useful tools for the future. Conclusions: Two conclusions drawn from the study are that students are aware of the status differences and divisions between practical and theoretical knowledge, and that they handle the academic/vocational divide in an active manner. Students make choices that will help them form a vocational identity or that will give them opportunities for further education and alternative careers. This article challenges and contradicts the image of vocational students as unmotivated and unintellectual, instead portraying them as knowledgeable actors who make strategic choices for their future and are active in forming vocational identities within vocations that require deep and advanced knowledge. 

The orbit of Pluto over a long interval of time

1966 ◽  
Vol 25 ◽  
pp. 227-229 ◽  
Author(s):  
D. Brouwer
Keyword(s):  
Periodic Orbit ◽  
Numerical Integration ◽  
Restricted Problem ◽  
Three Dimensional ◽  
The Third ◽  
Circular Restricted Problem ◽  
Resonance Relation

The paper presents a summary of the results obtained by C. J. Cohen and E. C. Hubbard, who established by numerical integration that a resonance relation exists between the orbits of Neptune and Pluto. The problem may be explored further by approximating the motion of Pluto by that of a particle with negligible mass in the three-dimensional (circular) restricted problem. The mass of Pluto and the eccentricity of Neptune's orbit are ignored in this approximation. Significant features of the problem appear to be the presence of two critical arguments and the possibility that the orbit may be related to a periodic orbit of the third kind.

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