Religious Engagement and Positive Identity Development in Urban Youth

2008 ◽  
Author(s):  
Kelly D. Schwartz ◽  
Pamela E. King ◽  
Kara E. Powell
Keyword(s):  
Identity Development ◽  
Urban Youth ◽  
Positive Identity ◽  
Religious Engagement

‘On some precipice in a dream’: Representations of Guilt in Contemporary Young Adult Gay and Lesbian Fiction

2012 ◽  
Vol 5 (2) ◽  
pp. 184-194
Author(s):  
Kate Norbury
Keyword(s):  
Young Adult ◽  
Identity Development ◽  
Gay And Lesbian ◽  
Early Age ◽  
Survivor Guilt ◽  
Sexual Identities ◽  
Best Friend ◽  
Positive Identity ◽  
The Family ◽  
Depressive Episodes

This article explores the representation of guilt in six recent young adult novels, in which it is suggested that teen protagonists still experience guilt in relation to their emerging non-normative sexual identities. The experience of guilt may take several different forms, but all dealt with here are characterised by guilt without agency – that is, the protagonist has not deliberately said or done anything to cause harm to another. In a first pair of novels, guilt is depicted as a consequence of internalised homophobia, with which protagonists must at least partly identify. In a second group, protagonists seem to experience a form of separation guilt from an early age because they fail to conform to the norms of the family. Certain events external to the teen protagonist, and for which they cannot be held responsible, then trigger serious depressive episodes, which jeopardise the protagonist's positive identity development. Finally, characters are depicted as experiencing a form of survivor guilt. A gay protagonist survives the events of 9/11 but endures a breakdown, and, in a second novel, a lesbian protagonist narrates her coming to terms with the death of her best friend.

Creating Spaces for Urban Youth: The Emergence of Culturally Responsive (Hip-Hop) School Leadership and Pedagogy

2013 ◽  
Vol 8 (2) ◽  
Author(s):  
Muhammad Khalifa
Keyword(s):  
Identity Development ◽  
School Leadership ◽  
Urban Youth ◽  
Hip Hop ◽  
Culturally Responsive ◽  
Research Question ◽  
Ethnographic Study ◽  
Social Needs ◽  
Theoretical Frameworks ◽  
Student Identities

AbstractLadson-Billings, Gay and among others have demonstrated the strong need for educational curriculum and practice to respond to the specific academic, cultural, and social needs of culturally unique, minoritized students. This article focuses on culturally responsive leadership practices for students with Hip-Hop identity performatives. This research uses theoretical frameworks from culturally relevant pedagogies and the scholarship that addresses how young students negotiate, perform, and reinvent and reestablish themselves through Hip-Hop culture, literacy, and identity. Such scholarship situates Hip-Hop pedagogies and student identity. This 2-year ethnographic study of an alternative school reports on how a culturally responsive school leader recognized and validated Hip-Hop student identities. Though he was somewhat removed from the Hip-Hop performative himself, the principal was able to create a safe space in which these student identities were able to exist, and in doing so, prevent the visceral impulse toward marginalization and exclusionary practice of Black and Latino Hip-Hop students that so many of his teachers possessed. Thus, the study discusses leadership theory, as it answers the following research question: How can urban school leaders play a role in forging a space for Hip-Hop identity development in the schools they lead? Secondarily it asks – given the tensions and contestations in representations of Hip-Hop music – if they should actually do this, and if so, what are the characteristics of such leadership?

35. Models that change: The study of gay identity development

2007 ◽  
Vol 30 (4) ◽  
pp. 46
Author(s):  
K. Heng
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Role Models ◽  
Social Evolution ◽  
Ecological Model ◽  
Gay Identity ◽  
Sexual Identity Development ◽  
Gay Identity Development ◽  
Positive Identity ◽  
The Social

Since the declassification of homosexuality as a mental disorder by the American Psychiatric Association in 1974, a large number of models of gay identity development have been proposed in the literature. This is unique because for the first time, more attention was paid to the process of developing a gay identity rather than theorizing about the etiologies of homosexuality. This paper reviews the changes in thought found in the literature describing how one comes to develop a gay identity. For the marginalized, identity development is generally described against a backdrop of stigma. Fortunately, our current society is very different from the hostile world that surrounded the APA in 1974: homosexuality is more tolerated and accepted, laws are less discriminatory, and gay role models are more abundant and accessible. As society has evolved, so too have its descriptive models. Shame and reluctance are found in Plumer’s (1975) and Lee’s (1977) models. Pride and activism appear in Hencken and O’Dowd’s (1977) and Cass’ (1979) models. Troiden (1989) mentions the fear of AIDS in his writings. Alderson’s (1998) model reflects a climate where religion, friends, and society can be catalysts in developing a positive identity. Taken together, these models are like time capsules containing clues as to the social conditions of the time. As the rate of social evolution accelerates, it is doubtful that any model regarding marginalized individuals will ever become definitive. For the case of homosexuality, if and when its stigma is removed, then the defining feature of gay identity development is also removed. It is possible that in its place will be a general model of sexual identity development, where homosexual and heterosexual paths diverge innocently and quietly in a society that does not value one over the other. Alderson K. The ecological model of gay male identity. The Canadian Journal of Human Sexuality 2003; 12(2):75-85. Cass V. Homosexual identity formation: A theoretical model. Journal of Homosexuality 1979; 4(3):219-35. Troiden R. The formation of homosexual identities. Journal of Homosexuality 1989; 17(1/2):43-73.

scholarly journals "Authentically" Effeminate? Bialystok's Theorization of Authenticity, Gay Male Femmephobia, and Personal Identity

2019 ◽  
Vol 12 (1) ◽  
pp. 104-123
Author(s):  
Adam W.J. Davies
Keyword(s):  
Identity Development ◽  
Gender Identity ◽  
Personal Identity ◽  
Gay Men ◽  
Ethical Dilemmas ◽  
Strong Case ◽  
Gay Male ◽  
Positive Identity ◽  
Identity Based ◽  
Gender Based

Authenticity is a commonly heralded ideal in Western modernist discourses, with a large amount of literature describing individuals’ personal journeys towards self-fulfillment (Bialystok, 2009, 2013, 2015, 2017; Taylor, 1991; Varga, 2014). This paper examines Lauren Bialystok’s (2013) conception of authenticity in sex/gender identity and proposes that effeminate or ‘femme’ gay men make a strong case for fitting within such a conception of authenticity. Effeminate gay men experience significant in-group discrimination within gay men’s communities, with many gay men “defeminizing” (Taywaditep, 2002) themselves upon entering adulthood and mainstream gay communities. Through this exploration of Bialystok’s (2013) model for authenticity in sex/gender identity and the identity-based challenges effeminate or femme gay men experience, this paper describes why effeminate gay men fit Bialystok’s model, and the ethical dilemmas of theorizing authenticity in personal identity (Bialystok, 2009, 2011). Providing supportive and positive early environments in school while specifically addressing gender-based discrimination in childhood provides more opportunities for positive identity development and the potential of fulfilling self-authenticity within gender identity for femme gay men.

Sign in / Sign up

Export Citation Format

Share Document