Student Identity Formation Processes: Exploring the Role of Tracked Classrooms

2010 ◽  
Author(s):  
Christine L. Patton
2019 ◽  
Vol 11 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Nicolò Maria Iannello ◽  
Sam A. Hardy ◽  
Pasquale Musso ◽  
Alida Lo Coco ◽  
Cristiano Inguglia

2019 ◽  
Vol 18 (1) ◽  
pp. 171-211 ◽  
Author(s):  
Paula Ungureanu ◽  
Fabiola Bertolotti ◽  
Elisa Mattarelli ◽  
Francesca Bellesia

We investigate how collective identity formation processes interplay with collaboration practices in an inter-organizational partnership promoting regional innovation. We found that initial collaboration challenges are dealt with by setting up an early “swift identity” which is associated with material artifacts to increase its strength and stability (“swift identity reification”). However, as the partnership evolves, the reified identity becomes misaligned with partners’ underdeveloped collaboration practices. To ensure realignment, new attempts at reification are performed, as partners buy time for learning how to collaborate. Our findings contribute to extant identity research by proposing alternative (i.e. “swift” and “reified”) mechanisms of identity formation in contexts characterized by both heterogeneity challenges and integration imperatives. They also integrate the debate about the role of identity formation in the evolution of interorganizational partnerships. For both literatures, we highlight the important role of materiality.


2014 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Debbie MacLellan ◽  
Jacqui Gingras ◽  
Daphne Lordly ◽  
Jennifer Brady

This paper explores beginning dietetic practitioners’ perspectives on the process of becoming dietetics professionals through the use of vignettes to illuminate the complex process of professional socialization.  Embedded in these vignettes are three themes related to the socialization process that occurs in the early years of dietetic practice: congruence, resilience, and relationships.  Our findings indicate that new dietitians struggle to develop their dietitian identity.  They feel unprepared for the relational and practice realities of the workplace and find the transition from dietetic intern to dietitian challenging.  They seek many ways to cope including seeking support from others and planning for the future but some consider leaving the profession.  It is important to understand the professional socialization and identity formation processes that occur during the early years of practice to ensure that dietitians feel prepared and supported as they begin their careers.


Author(s):  
Brian Willems

A human-centred approach to the environment is leading to ecological collapse. One of the ways that speculative realism challenges anthropomorphism is by taking non-human things to be as valid objects of investivation as humans, allowing a more responsible and truthful view of the world to take place. Brian Willems uses a range of science fiction literature that questions anthropomorphism both to develop and challenge this philosophical position. He looks at how nonsense and sense exist together in science fiction, the way in which language is not a guarantee of personhood, the role of vision in relation to identity formation, the difference between metamorphosis and modulation, representations of non-human deaths and the function of plasticity within the Anthropocene. Willems considers the works of Cormac McCarthy, Paolo Bacigalupi, Neil Gaiman, China Miéville, Doris Lessing and Kim Stanley Robinson are considered alongside some of the main figures of speculative materialism including Graham Harman, Quentin Meillassoux and Jane Bennett.


Identity ◽  
2021 ◽  
pp. 1-19
Author(s):  
Nina Palmeroni ◽  
Laurence Claes ◽  
Margaux Verschueren ◽  
Leni Raemen ◽  
Koen Luyckx

2020 ◽  
pp. 1-18
Author(s):  
Monika Frėjutė-Rakauskienė ◽  
Olga Sasunkevich ◽  
Kristina Šliavaitė

Abstract This article analyzes how institutions influence the process of identity formation within the Polish minority communities in Belarus and Lithuania. We focus on ways that the identities of people who consider themselves Poles in Belarus and Lithuania are targeted by institutions like the state, schools, and nongovernmental organizations. We aim to shed light on how these processes are shaped by institutional settings and broader political contexts. The authors take a bottom-up approach to institutions and look at how members of the Polish communities in the two neighboring countries conceptualize the role of various institutions—NGOs, schools, Karta Polaka (the Polish Card)—to shape their sense of ethnic belonging. The article is built on a cross-case analysis. Data for the Lithuanian and Belarusian cases, consisting of interviews and secondary sources, were collected independently and then reread in light of a common research question. Through our analysis, we show differences and similarities in how analogous institutions function on the two sides of the border and elaborate on the reasons why these differences occur and what role state policy and supranational regulations play in the process.


2021 ◽  
Vol 11 (8) ◽  
pp. 388
Author(s):  
Gregory Siy Ching

Academic identity is an important aspect of organizing an academic career. An academic identity is distinct and unique and can be defined as the core attitudes that determine how individuals approach the concept of work. In the current era of neoliberalism, changes to university governance in Taiwan have transformed working conditions and hiring practices in academia. Inevitably, role conflicts have emerged, and work stress within higher education institutions has increased. The current study summarizes the narratives of nine academics from the social sciences. The study is anchored in the concept that academic identity formation is rooted in the doctoral education stage. Using a qualitative narrative inquiry lens, interactions between different communities of practice during the doctoral education stage are analyzed, along with later career decisions and the role communities of practice play in those decisions. The findings show that doctoral mentors and fellows all contributed to the formation of a core academic identity, while later career decisions were equally affected by neoliberal policies. It is hoped that by recognizing the role of academic identity, administrators may be able to influence how academics adapt amidst the competing pressures within the academe.


2021 ◽  
Vol 44 (2) ◽  
pp. 111-114
Author(s):  
Tracy L. Cross

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.


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