Court-Involved Girls’ Perceptions of the Attainability of a Desired Possible Self and Its Connection to Past Adversity and Current Behavior

2016 ◽  
Vol 12 (4) ◽  
pp. 384-404 ◽  
Author(s):  
Marva V. Goodson ◽  
Merry Morash
Keyword(s):  
Identity Development ◽  
Goal Setting ◽  
Emotional Abuse ◽  
Possible Selves ◽  
Intervention Strategies ◽  
Future Research ◽  
Positive Identity ◽  
Identity Based ◽  
Court Involved ◽  
Current Behavior

Identity-based motivation theory identifies individuals’ perceptions of attainable possible selves as the future-oriented component of self-concept that is a necessary first step in an adolescent’s goal setting and motivation for action. This qualitative study analyzed data from interviews with 27 court-involved girls. Girls with histories of sexual assault and emotional abuse were less likely than others to have attainable possible selves. Girls with unattainable possible selves more often broke the law as adults and dropped out of school. Discussion of findings focuses on implications for future research and on potential intervention strategies to promote girls’ positive identity development.

Aesthetic Identity Development Among Trans Adolescents and Young Adults

2020 ◽  
pp. 0887302X2097538
Author(s):  
Jenifer K. McGuire ◽  
Andrew Reilly
Keyword(s):  
Identity Development ◽  
Social Systems ◽  
The United States ◽  
Future Research ◽  
Role Taking ◽  
Safety Issues ◽  
Emotional Aspects ◽  
Identity Based ◽  
Dress And Identity ◽  
Binary Gender

Dress is used by transgender and nonbinary (TNB) individuals as a way to develop and maintain identity, whether to reinforce a binary gender code or disrupt social expectations. However, safety issues of living in a society where TNB persons are discriminated against, harassed, and assaulted, and where binary gender violations are met with resistance, creates tension between expression of authentic gender identity and navigation of social systems. A framework for creating an aesthetic identity based on dress and identity development scholarship was created and used to analyze responses from interviews with 90 TNB individuals located in the United States, Canada, and Ireland. Findings revealed the dialectic tension between performativity and safety. The framework explores aesthetic identity through concepts including sensory, cognitive, and emotional aspects of clothing; scaffolding and feedback; role making and role taking; and exploration and commitment. Limitations and future research are discussed.

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.

scholarly journals Anti-Racism Education and Training for Adult Mentors Who Work With BIPOC Adolescents

2021 ◽  
pp. 074355842110432
Author(s):  
Bernadette Sánchez ◽  
Amy J. Anderson ◽  
Torie Weiston-Serdan ◽  
Beth S. Catlett
Keyword(s):  
Identity Development ◽  
White Supremacy ◽  
Education And Training ◽  
Positive Development ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentor Training ◽  
Positive Identity ◽  
Adult Mentors ◽  
And Training

Racism and White supremacy culture shape the experiences of youth and adults in mentoring programs, which is detrimental to the development of BIPOC youth. The aims of this paper are to a) show why anti-racism training and education for adult mentors is necessary for promoting the positive development of BIPOC youth and b) offer a framework for anti-racist education and training for mentors. We review research showing how mentors’ attitudes about race, ethnicity and culture can harm their relationships with BIPOC youth and research on general mentor training, anti-racism training for mentors, and general diversity and anti-bias training in the workplace. Crossing disciplinary boundaries to inform developmental science, we draw upon critical mentoring, culturally relevant and sustaining pedagogy, and ethnic/racial identity frameworks, and propose four components for anti-racist education and training for mentors: a) acknowledging, confronting, and interrupting racism, b) facilitating youth critical consciousness, c) supporting positive identity development in youth, and d) mentors and mentees as active agents and partners. At the foundation of these pillars is decentering and interrupting Whiteness and youth as co-constructors of knowledge. We offer suggestions for future research and practice in anti-racism training for mentors, which also have implications for youth-adult relationships across settings.

A Study on New Teachers’ Identity and Possible-Selves: Pre-Service EFL Teachers’ Fears and Expectations

2017 ◽  
Vol 5 (1) ◽  
pp. 468
Author(s):  
Pınar Babanoğlu ◽  
Reyhan Ağçam
Keyword(s):  
Identity Development ◽  
Student Teachers ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
New Teachers ◽  
Possible Selves ◽  
New Teacher ◽  
Future Research ◽  
Effective Teacher ◽  
Efl Teachers

There is a little doubt that becoming a teacher is a long and challenging journey where student teachers/teacher candidates undergo a variety of processes, phases and transformations. Beauchamp and Thomas (2009) points out that examining new teacher identity can be considered as an important step to develop more effective teacher training programmes and identity development of a teacher is related to understanding the notion of ‘self’. In relation to the idea of being lifelong ever-growing and ongoing, teacher identity is defined as a process in which teachers constantly re-interpret their experiences (Beijaard, Verloop ve Vermunt, 2004). This study investigates the possible-selves of pre-service EFL teachers in relation to the concept of new teacher identity. Aim of the study is to measure possible selves new teachers expect to become and fear becoming in the near feature. In order to achieve this goal, ‘New Teacher Possible Selves Questionnaire’ (Hanmann, Wang and Burley, 2013; Dalioğlu and Adıgüzel, 2015) is used to measure EFL teacher candidates’ expected teacher possible-selves and feared teacher possible-selves. A six point Likert type scale of questionnaire consisting two parts ( expected and feared teacher possible selves) is applied to pre-service EFL teachers from different universities who are involved to the data collection procedure. Statistical analysis is employed to measure the results of the questionnaire gathered from participants. The interpretation of the outcomes of the data analysis will be discussed; pedagogical implications and suggestions for future research will be shared during the presentation.

‘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.

Holistic Leader(ship) Development: An Integrative Process Model of Leader and Leadership Development

2021 ◽  
Author(s):  
H. Michael Schwartz ◽  
Pooja Khatija ◽  
Diana Bilimoria
Keyword(s):  
Leadership Development ◽  
Identity Development ◽  
Organizational Support ◽  
Process Model ◽  
Leader Development ◽  
Leadership Capacity ◽  
Future Research ◽  
Organizational Contexts ◽  
Leader Identity ◽  
Capital Development

The question of how to efficiently, holistically, and successfully develop leaders has been the focus of scholars and practitioners for several decades. Embedding the process of leader development in organizational contexts allows participants to develop and apply leadership knowledge, skills, and identity awareness. Embeddedness facilitates the holistic integration of the interactive processes of leader development (which focuses on increasing the leadership capacity of an individual) and leadership development (which focuses on increasing the leadership capacity of an organization), which is referred to in this article as leader(ship) development (LD). Two sub-processes involved in LD (i.e., general and situational identity development and knowledge/skill/social capital development) and four mechanisms of embeddedness that facilitate holistic LD (i.e., leader identity integration, opportunities to learn and develop in the organization, organizational support and feedback, and helping relationships) will be described. A discussion on the ways by which management education pedagogy can integrate and facilitate embeddedness and provide guidance for future research will follow.

scholarly journals The influence of role models on trans men's identity development

2021 ◽  
Author(s):  
◽  
Jennah Strathausen
Keyword(s):  
Identity Development ◽  
Role Models ◽  
Minority Stress ◽  
Protective Factor ◽  
Personal Narratives ◽  
Community Based Participatory Research ◽  
Future Research ◽  
Positive Role ◽  
Trans Men ◽  
And Gender

Transgender and gender nonconforming (TGNC) individuals face significant stigma and discrimination stemming from negative societal attitudes toward their experienced gender incongruence. Much of the LGBTQ literature on TGNC health disparities and gender minority stress focuses on the influence of overt acts of violence and oppression, often leaving more subtle and ubiquitous stressors, like invisibility, unexplored. In addition, there is a limited amount of literature on the experiences of transgender men, particularly those residing in the central U.S. Research suggests that the influence of positive role models can mitigate many of the stressors experienced by TGNC people. This study aimed to explore the influence of role models on trans men's identity development. Using Photovoice Methodology situated in Community-Based Participatory Research, this project collaboratively explored the needs, assets, and concerns of trans men living in Mid-Missouri. Twelve participants (MdnAge = 31.5 years-old) and the researchers separately grouped the participant-generated photographs and personal narratives into eight themes, including Authenticity, Acceptance, Inaccessibility, Isolation, and "Trans Enough?" Results supported the idea that access to positive role models serves as a protective factor for TGNC people. Results additionally highlight that trans men possess significant characteristics of resilience. Several implications for practice, public policy, and future research are provided.

scholarly journals Finding Research Topic and Its Effect on Research Learners’ Motivation: An Action Research

2020 ◽  
pp. 36-47
Author(s):  
Jigme Dorji
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Intervention Strategies ◽  
Research Topic ◽  
Methods Course ◽  
Future Research ◽  
Post Intervention ◽  
Language And Culture ◽  
Interest And Motivation

This paper reports the findings from an action research on effect of teaching how to find research topic to the undergraduate students’ interest and motivation in learning research. The action research employing mixed methods approach was conducted on 95 first year Bachelor of Bhutan and Himalayan Studies (BHS) students taking research methods course at the College of Language and Culture Studies, Royal University of Bhutan. Baseline data were collected using self-developed questionnaire (N=95), focus group interview (N=6) and four experts’ rating on students’ research topics. Intervention strategies to find research topic were adapted from Bui [1] and Lester and Lester Jr.’s [2] framework and implemented to enable students to speculate, frame and evaluate their research topic. After three weeks of intervention, a post-intervention data were collected employing same procedures and tools as the pre-survey data were collected. Further, to validate the findings, researcher added field notes from the observation during implementing the intervention. Findings showed that intervention strategies have made an impact on students’ ability to find research topic, which in turn indicated that students interest and motivation towards research learning augmented. Recommendations to fortify students’ research learning experience and need for future research are also provided. 

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