Growing Up Malay in Singapore

1997 ◽  
Vol 25 (2) ◽  
pp. 117-138 ◽  
Author(s):  
Joseph Stimp
Keyword(s):  
Secondary School ◽  
Cultural Identity ◽  
Identity Formation ◽  
Growing Up ◽  
School Students ◽  
Negotiation Of Identity ◽  
Real Issue ◽  
Complex Process ◽  
Identity Based ◽  
National Identity Formation

AbstractThis article discusses the specific articulations of Malay identity for Malay secondary school students in one housing estate in Singapore. It focuses on the tensions and cultural processes in national identity formation as they affect Malay students. This discussion is facilitated through the juxtaposition of the concepts of Malay and non-Malay identity in Singapore. The article also deals with the issue of lower levels of achievement by Malay students. Schools in Singapore provide a myriad combination of choices for many students that result in interpretations and reinterpretations of identity based on situations that vary in place, participation and purpose. Being Malay in Singapore is a complex process that requires a negotiation of identity in the context of competing and sometimes conflicting models which change according to the situation. The choices presented to Malay school students reflect the same choices available in broader society; however, the school provides a common venue for those identity forms to interact. Being a Malay in Singapore is a compromise. The instances of this compromise are articulated on a continuum that runs from the hegemony of an overarching Malay ethnicity to the dissolution of this Malayness into a hybrid cultural identity. Lower performance may be an adaptive response for Malays in Singapore. The real issue may be that for many Malays, co-operation in the system of schooling means an acknowledgment of social inferiority.

scholarly journals You and CO2: a Public Engagement Study to Engage Secondary School Students with the Issue of Climate Change

2019 ◽  
Vol 29 (2) ◽  
pp. 230-241
Author(s):  
Jennifer A. Rudd ◽  
Ruth Horry ◽  
R. Lyle Skains
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Public Engagement ◽  
Secondary School Students ◽  
Societal Change ◽  
Growing Up ◽  
School Students ◽  
Carbon Footprints ◽  
Personal Impact ◽  
Everyday Activities

AbstractSchool students are growing up in a world with a rapidly changing climate, the effects of which will become increasingly apparent during their lifetimes. We designed and pilot tested “You and CO2”, a STEAM program designed to encourage students to reflect on their personal impact on the environment, while also appreciating their place within society to bring about positive societal change. Over three interlinked workshops, students analyzed the carbon footprints of some everyday activities, which they then explored in more detail through interacting with a bespoke piece of digital fiction, No World 4 Tomorrow. The program culminated with students producing their own digital fictions, allowing them the freedom to explore the themes from the previous workshops with a setting and focus of their choice. We reflect here on the experience of running the You and CO2 program and on the themes that emerged from the students’ original digital fictions.

scholarly journals Promoting character strengths through the Growing Up Strong Program: The students’ perspective

2020 ◽  
Vol 7 (1) ◽  
pp. 84-97
Author(s):  
Diego García-Álvarez ◽  
María José Soler ◽  
Rubia Cobo-Rendón
Keyword(s):  
Secondary School ◽  
User Satisfaction ◽  
Secondary School Students ◽  
Subjective Experience ◽  
Character Strengths ◽  
Self Regulation ◽  
Growing Up ◽  
School Students ◽  
Cross Sectional ◽  
Strong Program

The purpose of this article is to report on levels of satisfaction, applicability and subjective experience in relation to the Growing Up Strong Program for secondary school students from the perspective of its users. The objectives of the research were to assess the level of satisfaction of student users with the Growing Up Strong Program; to explore the applicability of the learning generated by the program according to its participants; and to learn about their subjective experience of applying the character strengths promoted by the program. The study consisted of a cross-sectional descriptive survey of 590 secondary school students from seven different schools, using a validated data collection instrument. The respondents reported good levels of satisfaction with the Growing Up Strong Program and confirmed the applicability of the learning received in relation to self-regulation, social intelligence, gratitude, courage and open-mindedness in intrapersonal and interpersonal contexts. The results of the study confirm positive levels of user satisfaction, applicability and subjective experiences based on the lessons in positive psychology promoted by the program.

scholarly journals Online “iDentity” Formation and the High School Theatre Trip

2017 ◽  
Vol 51 (2) ◽  
pp. 771-786
Author(s):  
John M. Richardson
Keyword(s):  
Secondary School ◽  
Identity Formation ◽  
Secondary School Students ◽  
Qualitative Case Study ◽  
School Experiences ◽  
Online Identity ◽  
School Students ◽  
Digital Revolution ◽  
One Year

Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.

scholarly journals Islamic Self-Identity Formation Through Language Learning: A Study of Religious Secondary School Students in Malaysia

2021 ◽  
Vol 11 (1) ◽  
pp. 38
Author(s):  
Mohd Nazri Latiff Azmi ◽  
Isyaku Hassan ◽  
Engku Muhammad Tajuddin Engku Ali ◽  
Ahmad Taufik Hidayah Abdullah ◽  
Mohd Hazli bin YahaAlias ◽  
...  
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Identity Formation ◽  
School Environment ◽  
Secondary School Students ◽  
English Language ◽  
Sampling Technique ◽  
English Language Learning ◽  
School Students ◽  
Self Identity

Self-identity formation becomes increasingly challenging for students as they are exposed to different norms in the school environment. Education, language, and religion are crucial in the process of self-identity formation. Therefore, this study aims to explore how English language learning and the school environment influence Islamic self-identity formation among students in selected religious secondary schools in Terengganu, Malaysia. The study employed a qualitative approach in which 90 religious secondary school students in the State of Terengganu were selected using a purposive sampling technique. Focus group interviews were used as a data-gathering instrument. The students were divided across different sessions to ease the process of data collection. The data were transcribed and analyzed using inductive thematic analysis. The study found that English language learning does not influence the students’ Islamic self-identity formation negatively. Instead, certain morals such as respect, self-esteem, and cooperation, are instilled in the students’ self-identity. This study provides evidence on the students’ ability to construct Islamic self-identity despite the challenges of second language learning.

Type of social participation and identity formation in adolescence and emerging adulthood

2013 ◽  
Vol 44 (3) ◽  
pp. 277-287
Author(s):  
Małgorzata Rękosiewicz
Keyword(s):  
Secondary School ◽  
Emerging Adulthood ◽  
Identity Formation ◽  
Social Participation ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Transitive Orientation

Abstract This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.

How Senegalese Secondary School Students Feel about Euro-African Mixed Marriage

1980 ◽  
Vol 46 (3) ◽  
pp. 789-790 ◽  
Author(s):  
Michel Vandewiele
Keyword(s):  
Secondary School ◽  
Cultural Identity ◽  
Economic Status ◽  
Mixed Marriage ◽  
School Students ◽  
Mixed Marriages ◽  
Equal Importance ◽  
Cultural Struggle ◽  
Significant Comparison ◽  
To Come

To describe Senegalese students' feelings and understand their viewpoints and motivations towards Euro-African mixed marriage, we interrogated 882 students from all public secondary schools with 7 forms (Lycée) in Senegal. Supporters and opponents of mixed marriages are of equal importance. The reasons put forward in favour of such marriages were material (by 11%), affective (“I am for mixed marriages on condition that partners love each other strongly enough,” 19%), and cultural (“Struggle against racialism,” 15%). The latter argument was also used by detractors but under a different form (“Loss of cultural identity,” 16%). About 21% of our subjects were against mixed marriages because they add difficulties to an already risky adventure. Sex, age, and socio-economic status of pupils' fathers when evaluated were significant. Comparison with previous studies suggests a much more accommodating attitude towards inter-racial marriage seems to come out of our study. Indeed, Fougeyrollas and Diarra reported only a third of their subjects were in favour of such marriage.

scholarly journals Peculiarities of Preschool Age Children’s Formation of National Identity in Emigration

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 33-38
Author(s):  
Aldona Mazolevskienė ◽  
Sigita Montvilaitė
Keyword(s):  
Ethnic Identity ◽  
National Identity ◽  
Identity Formation ◽  
Preschool Age ◽  
Growing Up ◽  
Ethnic Identity Formation ◽  
Ethnic Consciousness ◽  
Foreign Countries ◽  
Preschool Age Children ◽  
National Identity Formation

The article discusses the importance of fostering national identity in preschoolers living abroad and difficulties related to it, also, there is disclosed national identity’s expression of Lithuanian children living in foreign countries. Moreover, the article seeks to substantiate the problem of national identity formation in emigration with reference to research carried out abroad. The aim of this research is to expose the peculiarities of preschool children’s formation of national identity in emigration. The objectives of the research are the following: to ascertain ethnic consciousness of emigrants’ preschool age children; to explore aspects of identification with Lithuanians nation; to learn about the attitude of the parents growing up preschool age children towards Lithuanian identity’s nurturance in emigration. In 2010 there was carried out research which proved that children and their parents quite positively think about possibilities of ethnic identity formation in emigration. The research carried out in 2012 highlighted pretty skeptic attitude of emigrant parents towards Lithuania and Lithuanian identity considering the formation of their children’s ethnic identity.

AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN CULTURAL KNOWLEDGE AND SOCIALIZING ABILITY OF THE HIGHER SECONDARY SCHOOL STUDENTS OF AURANGABAD CITY

2016 ◽  
pp. 158-170
Author(s):  
Suhail Ahmed Khan
Keyword(s):  
College Students ◽  
Secondary School ◽  
Cultural Identity ◽  
Junior College ◽  
Cultural Knowledge ◽  
Cultural Education ◽  
School Students ◽  
Multiple Cultures ◽  
Junior College Students ◽  
The Relationship

In a globalized society the existence of multiple cultures has become an inevitable social phenomenon. The traditional society is threatened and this offers many challenges for cultural identity in education. In other words we should change mono-cultural education into multi-cultural education and should adhere to the principle of 'harmonious but different' in practice. We can improve socializing ability in students by educating them through cultural knowledge. This study is an attempt to explore the relationship between cultural knowledge and socializing ability of junior college students of Aurangabad city. The study was conducted on 200 junior college students of Aurangabad city. The results reveal that there is a moderate but substantial relationship between cultural knowledge and socializing ability. However, no significant differences on different factors of cultural knowledge and socializing ability between male and female junior college students of Aurangabad city were observed.

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