A Grounded Theory of Adolescent High School Women’s Choir Singers’ Process of Social Identity Development

2017 ◽  
Vol 65 (4) ◽  
pp. 439-460 ◽  
Author(s):  
Elizabeth Cassidy Parker
Keyword(s):  
High School ◽  
Grounded Theory ◽  
Social Identity ◽  
Identity Development ◽  
Public High School ◽  
Self Confidence ◽  
Women's Choir ◽  
Data Collection And Analysis ◽  
Social Identity Development ◽  
Women's Choirs

The purpose of this grounded theory study was to discover the process of social identity development for adolescent high school women’s choir participants. Purposive maximum variation sampling was used to identify three public high school women’s choirs where 54 interviews were conducted with 40 different public school singers. Three waves of data collection and analysis revealed a seven-step process beginning with coming in singing and ending with envisioning myself. The central phenomenon was identified as opening up my voice and me and emphasized singers’ increased self-confidence. Intervening conditions included competition, the absence of choral opportunities, and lack of understanding from those outside of the choral program. Amount of time in the choral program, number of groups, and community recognition were identified as contextual conditions. Dimensionalized properties, a temporal matrix, and propositional statements are presented.

The Process of Social Identity Development in Adolescent High School Choral Singers

2014 ◽  
Vol 62 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Elizabeth Cassidy Parker
Keyword(s):  
High School ◽  
Social Identity ◽  
Identity Development ◽  
Secondary Data ◽  
Data Sources ◽  
Community Members ◽  
Stage Process ◽  
Secondary Data Sources ◽  
Social Cliques ◽  
Social Identity Development

The purpose of this grounded theory study was to describe the process of adolescent choral singers’ social identity development within three midsized, midwestern high school mixed choirs. Forty-nine interviews were conducted with 36 different participants. Secondary data sources included memoing, observations, and interviews with the choir teachers. The data analysis revealed an eight-stage process beginning with the student’s choice to audition and remain involved to the final stage, a desire to give back to the community. The central phenomenon of social identity was identified as team. Contextual conditions, including time, intensity, and size of group, strengthened participant experiences substantively. Social cliques and egos emerged as intervening conditions that impeded social identity development. Several individuals influenced participant social identity including peers, parents, school and community members, as well as the choir teacher. A temporal matrix is presented as well as propositions illustrating the development of social identity.

I Want to Be Like You

2012 ◽  
Vol 43 (3) ◽  
pp. 115-126 ◽  
Author(s):  
Christina Matschke ◽  
Kai Sassenberg
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Self Regulation ◽  
Active Role ◽  
Social Identification ◽  
Social Self ◽  
Approach And Avoidance ◽  
Internal Motivation ◽  
Avoidance Strategies ◽  
Social Identity Development

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.

Ethnic identity of representatives of the Ukrainian minority university students in Poland

2021 ◽  
Vol 64 (21) ◽  
pp. 58-69
Author(s):  
Krzysztof Zegar ◽  
Maria Łoskot ◽  
Julia Pierzyńska ◽  
Małgorzata Siemiątkowska
Keyword(s):  
Decision Making ◽  
Ethnic Identity ◽  
National Identity ◽  
International Students ◽  
Social Identity ◽  
Identity Development ◽  
Narrative Analysis ◽  
Social Issues ◽  
Polish Groups ◽  
Self Confidence

Introduction: Referring to the knowledge about the number of Ukrainian students in Poland, James Marcia’s theory of identity development and Henri Tajfel’s theory of social identity, the authors examined how the Ukrainian minority studying in Poland describes its ethnic identity. Method: For this purpose, nine semistructural interviews were conducted, which were then subjected to a semantic narrative analysis. Results: It turned out that the respondents identify most strongly with the group of international students and students, and with their national identity in the second place. Polish nationality was cited as a group of belonging, spending time, while the Ukrainian nationality was individual, related to origin. Polish groups were positively evaluated by the respondents. The analysis also distinguished categories of differences between Poland and Ukraine, indicated by the respondents. They were: culture and religion, customs and tradition, decision-making and self-confidence, social issues, as well as mentality and science. The categories of stereotypes that were mentioned in the interviews were also identified: cheating and stealing, complaining and the similarity of nations. Conclusions: The results showed that the identity of Ukrainians is in a state of moratorium. The respondents define Ukraine as “their” country, while the strongest ones describe themselves as international students.

scholarly journals Status OHIS-S dan Kesehatan Gingiva terhadap Percaya Diri Pada Remaja

2017 ◽  
Vol 11 (2) ◽  
pp. 51-55
Author(s):  
Erwin Erwin ◽  
Suhikma Sofyan ◽  
Andi Nur Asmayanti
Keyword(s):  
High School ◽  
School Type ◽  
Public High School ◽  
Test Results ◽  
Chi Square ◽  
Self Confidence ◽  
Gingival Health ◽  
Chi Square Analysis ◽  
Relationship Of ◽  
The Relationship

OHI-S is a state of oral and dental hygiene measured by a debris score and calculus of a person's teeth. Gingiva is part of the outer periodontal tissue. Self-confidence is a positive attitude of someone who enables him to develop a positive assessment of himself and his environment. The aim of the study was to determine the relationship of OHI-S status and gingival health to self-confidence in class VII adolescents at Unaaha 2 Public High School. Type of correlative analytic research with cross sectional approach. Data collection techniques are questionnaire and examination. The sample amounted to 103 people. Analysis techniques with the SPSS program and statistical tests using chi square. The test results of the relationship of OHI-S status to confidence with the chi square analysis test. The value of ρ-value = 0.00 <α = 0.05 thus H0 is rejected and H1 is accepted so that there is a relationship between the status of OHI-S and self confidence in adolescents of class VII at Unaaha Public High School 2. The test results on the relationship of gingival health to self-confidence with the chi-square analysis value ρ-value = 0.00 <α = 0.05 thus H0 is rejected and H1 is accepted so that there is a relationship between gingival health status and confidence in class VII youth at Unaaha 2 Public High School.

Voice Change and Singing Experiences of Adolescent Females

2018 ◽  
Vol 66 (2) ◽  
pp. 133-149 ◽  
Author(s):  
Bridget Sweet
Keyword(s):  
Identity Development ◽  
Adolescent Females ◽  
Vocal Development ◽  
Focus Group Interviews ◽  
Voice Change ◽  
Choral Ensemble ◽  
Self Confidence ◽  
Midwestern University ◽  
Group Interviews ◽  
Women's Choirs

The purpose of this qualitative study was to understand how undergraduate- and graduate-level choristers perceived the influence of adolescent female voice change on their singing experiences since the age of 11 years old. Data included individual and focus group interviews with 17 female collegiate choral singers enrolled in one of two women’s choirs at a large midwestern university. Three overarching themes emerged: perceptions of vocal development, teacher influence, and emotion. Findings revealed that participants’ perceptions of singing experiences since age 11 largely revolved around vocal challenges, fear, and insecurity and have remained mostly negative even after the passing of time. Experiences in choir were not necessarily positive, and participants perceived their individual vocal needs as secondary to the needs of the larger choral ensemble. Out of fear of hurting the larger choir, participants remained passive and did not self-advocate, resulting in additional challenges with self-confidence and struggles pertaining to singer identity development during adolescence and into adulthood.

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