scholarly journals Deaf/Hearing Cultural Identity Paradigms: Modification of the Deaf Identity Development Scale

1998 ◽  
Vol 3 (4) ◽  
pp. 329-338 ◽  
Author(s):  
I. W. Leigh ◽  
A. L. Marcus ◽  
P. K. Dobosh ◽  
T. E. Allen
Keyword(s):  
Identity Development ◽  
Cultural Identity ◽  
Deaf Identity

scholarly journals "Coming out" rhetoric in disability studies: Exploring the limits of analogy by looking at its fit with the Deaf experience

2018 ◽  
Vol 38 (2) ◽  
Author(s):  
Laura Mauldin
Keyword(s):  
Identity Development ◽  
Cultural Identity ◽  
Sign Language ◽  
Disability Studies ◽  
Coming Out ◽  
Entry Point ◽  
Deaf Identity ◽  
Personal Histories ◽  
Culturally Deaf ◽  
Depth Interviews

This article takes as its entry point the borrowing of coming out discourse in Disability Studies. It first discusses the limits of using such analogies and then investigates its fit when considering the specificity of the Deaf experience. The research is based on five personal histories garnered through in-depth interviews with individuals primarily discussing their processes of coming to identify as Deaf, but also some discussion of coming to identify as gay/lesbian. Their stories indicate that unlike its deployment in broader disability studies, the discourse of coming out in relation to adopting a Deaf cultural identity does not resonate. Instead, the narratives show that while these Deaf individuals did use a sign for "coming out" to describe their process of identifying as gay/lesbian, they did not use it to describe their Deaf identity development. Their narratives of coming to identify as culturally Deaf instead predominantly use a phrase that can interpreted from sign language as "becoming Deaf," although some of the same processes and features of identity development are present. It concludes with a discussion of the tensions between Deaf and disability studies, the limits of analogizing disability with other categories and particularly the limits of coming out discourse regarding the Deaf experience, as well as a discussion of the universalizing view of disability studies.

Education as Healing: How Urban Aboriginal Men Described Post-Secondary Schooling as Decolonising

2005 ◽  
Vol 34 ◽  
pp. 123-131 ◽  
Author(s):  
Jean-Paul Restoule
Keyword(s):  
Identity Development ◽  
Cultural Identity ◽  
School Experiences ◽  
Cultural Knowledge ◽  
Secondary Schooling ◽  
Course Content ◽  
Post Secondary ◽  
Aboriginal Students ◽  
Language Courses ◽  
Cultural Identity Development

AbstractThis paper relates findings from learning circles held in Toronto, Ontario, Canada, with urban Aboriginal men. The purpose of the circles was to determine how an Aboriginal cultural identity is formed in urban spaces. Education settings were mentioned by the research participants as a significant contribution to their cultural identity development. Participants described elementary and secondary school experiences as lacking in Aboriginal inclusion at best or as racist. In contrast to these earlier experiences, participants described their post-secondary education as enabling them to work on healing or decolonising themselves. Specific strategies for universities to contribute to individual decolonising journeys are mentioned. A university that contributes to decolonising and healing must provide space for Aboriginal students where they feel culturally safe. The students must have access to cultural knowledge and its keepers, such as elders. Their teachers must offer Indigenous course content and demonstrate respect and love for their students. Courses must be seen to be relevant to Indigenous people in their decolonising process and use teaching styles that include humour and engender a spirit of community in the classroom. In particular, Indigenous language courses are important to Aboriginal students.

Cochlear Implant Nonuse: Insight from Deaf Adults

2020 ◽  
Vol 25 (3) ◽  
pp. 270-282
Author(s):  
Maryam Salehomoum
Keyword(s):  
Identity Development ◽  
Cochlear Implant ◽  
Accurate Information ◽  
Term Outcome ◽  
Perceptual Development ◽  
Long Term Outcome ◽  
Deaf Identity ◽  
Deaf Adults ◽  
Insight Into

Abstract Research examining the outcome of pediatric cochlear implantation consists of certain limitations, including the use of assessments that are often restricted to auditory-spoken skills, biased recruitment practices, and lack of consideration for identity development. To better understand the long-term outcome of implantation, it is vital to seek out individuals who decide to stop using their device and elicit feedback related to their decision. Thus, 11 adults, who were past cochlear implant (CI) users, were interviewed to gain insight into factors that had led to their decision regarding cochlear implant nonuse. Results indicated several variables to have played a role, but the most prominent factors were limitations in postimplant auditory perceptual development and development of a d/Deaf identity. Although cochlear implant practices and technology have improved over the past few decades, we need to recognize the continued variability in outcome to ensure the provision of the most accurate information and appropriate services.

scholarly journals Formovanie kultúrnej a etnickej identity Maoriov prostredníctvom príslušnosti ku gangu

2021 ◽  
Vol 2021 (1) ◽  
pp. 61-84
Author(s):  
Lucia Bistárová ◽  
Keyword(s):  
New Zealand ◽  
Identity Development ◽  
Cultural Identity ◽  
Rural Areas ◽  
Sense Of Belonging ◽  
Cultural Engagement ◽  
Ethnic And Cultural Identity ◽  
Cultural Identity Development ◽  
The Impact

Though often called a “heaven on Earth” New Zealand suffers from a serious problem with gangs. Ethnic gangs have dominated the New Zealand gang scene since the 70s when many Maoris left traditional rural areas and migrated in search of work to the cities but ended up in poverty because of lack of skills and poorly-paid jobs. Maori urbanization and the dual pressures of acculturation and discrimination resulted in a breakdown of the traditional Maori social structures and alienated many from their culture. Maoris who have been unable to maintain their ethnic and cultural identity through their genealogical ties and involvement in Maori culture attempt to find it elsewhere. For many of those that have lost contact with their cultural and ethnic links gangs have replaced families and community and provides individuals with a sense of belonging and safety. The aim of this article is to demonstrate the role of gangs in Maori ethnic and cultural identity development. This paper demonstrates the impact of gang environment on individual identity development and provides evidence that cultural engagement initiatives can enhance Maori identities, which in turn could increase psychological and socio-economic wellbeing.

scholarly journals Capturing Enculturation Awareness: Conscious Negotiations between Culture and the Self

2021 ◽  
Author(s):  
◽  
Jovana Balanovic
Keyword(s):  
New Zealand ◽  
Identity Development ◽  
Cultural Identity ◽  
Cultural Influences ◽  
The Self ◽  
Self Concept ◽  
Validity And Reliability ◽  
Identity Exploration ◽  
Identity Commitment ◽  
English Speaking

<p>Enculturation (cultural acquisition during identity development) has often been conceptualised as an unconscious process of cultural internalization. However, little research has explicitly examined the degree to which people are aware of cultural influences on the self (enculturation awareness) and how varying levels of awareness may influence the development of the self-concept. Drawing from extant qualitative research (Balanovic & Ward, 2013), the current investigation addressed this paucity through the development of the Enculturation Awareness Scale (EAS), which captures the degree to which individuals have consciously considered and come to understand cultural influences on the self. Using two distinct samples drawn from English speaking, multicultural nations (sample 1, New Zealand, N = 224; sample 2, New Zealand, Australia, USA, N = 317), the results present initial evidence for the validity and reliability of the EAS by demonstrating consistent relationships between the EAS and criterion measures of identity exploration (Cultural-Identity Exploration, Exploration in Depth, Exploration in Breadth, Ruminative Exploration), identity clarity (Cultural Identity Clarity, Self-Concept Clarity, Identity Coherence), and identity commitment (Identification with Commitment, Commitment Making). Furthermore, the emergent findings situate enculturation awareness within a nomological network of theoretically related constructs such as perceived agency, empathy and positive psychological outcomes. The development of the EAS has important implications for future theorising concerning the dynamic interplay between culture and the development of the self-concept.</p>

scholarly journals Personal and cultural identity development in recently immigrated Hispanic adolescents: Links with psychosocial functioning.

2017 ◽  
Vol 23 (3) ◽  
pp. 348-361 ◽  
Author(s):  
Alan Meca ◽  
Raha F. Sabet ◽  
Colleen M. Farrelly ◽  
Cynthia G. Benitez ◽  
Seth J. Schwartz ◽  
...  
Keyword(s):  
Identity Development ◽  
Cultural Identity ◽  
Psychosocial Functioning ◽  
Hispanic Adolescents ◽  
Cultural Identity Development
Sign in / Sign up

Export Citation Format

Share Document