Bridging Cultural Identities: Examining Newcomer’s Post-Secondary School Integration Experiences Through an Arts-Based Ethnographic Approach

2021 ◽  
pp. 216769682110276
Author(s):  
Jessica F. Saunders ◽  
Michelle Zak ◽  
Emily Matejko ◽  
Anusha Kassan ◽  
Rabab Mukred ◽  
...  
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Emerging Adults ◽  
Structured Interviews ◽  
Post Secondary ◽  
Ethnographic Approach ◽  
Intersecting Identities ◽  
Fitting In ◽  
New Education ◽  
Familial Expectations

Many modern emerging adults undertake the task of identity development while navigating life on a post-secondary campus, where they assimilate to new social and learning environments. Emerging adult newcomers (i.e. immigrants) must navigate additional developmental challenges as they reconcile their cultural, ethnic, and personal identity development simultaneously while facing systemic barriers to post-secondary integration. We employed an arts-based engagement ethnography to investigate the post-secondary integration experiences of 10 emerging adults from a person-first perspective. Through cultural probes, individual semi-structured interviews, and focus groups, we identified four key structures to participants’ integration experience: fitting in (through assimilation and accommodation), biculturalism, managing familial expectations, and being a newcomer in the classroom. This research clarifies the key experiences shaping young newcomer identity development and highlights the profound ways in which young newcomers negotiate and reconcile their intersecting identities while integrating into new education contexts following migration.

Adolescents Develop Their Identities Amidst Adversities

2021 ◽  
Vol 8 (1) ◽  
pp. 504-519
Author(s):  
Faizah Idrus ◽  
Nik Suryani Nik Abdul Rahman ◽  
Suhailah Hussein ◽  
Haniza Rais
Keyword(s):  
Identity Development ◽  
Parental Involvement ◽  
Economic Status ◽  
Peer Pressure ◽  
Socioeconomic Background ◽  
Academic Outcome ◽  
Structured Interviews ◽  
Low Socioeconomic ◽  
Fitting In ◽  
Malaysian Adolescents

Adolescence is a somewhat turbulent phase of life to many. This paper explores the challenges of 6 Malaysian adolescents aged between 13 and 17 from low socioeconomic background in developing their identities. In depth semi-structured interviews were carried out. Family problems, peer pressure, and learning difficulties were among the main issues encountered. This study revealed that although the respondents’ families’ socio-economic status had affected them, it is not the determinant to their success nor failure. This study also suggests that a sound identity development and academic outcome could be achieved with relatively good parental involvement, well perceived expectations, fitting in with group of friends as well as a healthy surrounding

Identity status and emotion regulation in adolescence and early adulthood

2013 ◽  
Vol 44 (3) ◽  
pp. 288-298 ◽  
Author(s):  
Paweł Jankowski
Keyword(s):  
Emotion Regulation ◽  
Identity Development ◽  
Secondary School ◽  
Identity Formation ◽  
Early Adulthood ◽  
Identity Status ◽  
Upper Secondary School ◽  
Identity Statuses ◽  
Post Secondary ◽  
Upper Secondary

Abstract The article presents the results of a study investigating the links between emotion regulation and identity. The aim of this study was to explore the relationship between the two variables. On the basis of neo-eriksonian theories, an attempt to specify the role of emotion regulation in the process of identity formation was made. The study involved 849 people (544 women, 304 men) aged 14-25. The participants attended six types of schools: lower secondary school, basic vocational school, technical upper secondary school, general upper secondary school, post-secondary school, and university. The research was conducted with the use of two questionnaires: Difficulties in Emotion Regulation Scale (DERS) and Dimensions of Identity Development Scale (DIDS). The analysis of the results points to a partial confirmation of the assumed hypotheses about the differences between people with different identity statuses in respect of the six investigated dimensions of emotion regulation. Also, the hypotheses about the links between the dimensions of emotion regulation and dimensions of identity in the subgroups with different identity statuses were partially confirmed.

scholarly journals “I just didn’t feel like I fit in”: The role of habitus in university dropout decisions

1969 ◽  
Vol 37 (2) ◽  
pp. 89-110 ◽  
Author(s):  
Wolfgang Lehmann
Keyword(s):  
Social Class ◽  
Drop Out ◽  
Structured Interviews ◽  
Classe Sociale ◽  
Course Success ◽  
Post Secondary ◽  
Drastic Increase ◽  
University Enrolment ◽  
University Dropout ◽  
Fitting In

In recent years, there has been an increasingly pervasive discourse regarding the need for high levels of post-secondary education for life course success in a knowledge economy. Correspondingly, most Western industrialized nations have seen a drastic increase in university enrolment. Although we do know that access to university continues to be constrained by social class, we know little about factors contributing to dropping out of university. Using qualitative data obtained through semi-structured interviews, in this paper I investigate whether first-generation student status and social class affect individuals’ university experiences and decisions to drop out. Key findings suggest that fi rst-generation students are more likely to leave university early – often despite solid academic performance. Reasons for leaving university without graduating are centred around class-cultural discontinuities, such as not fitting in, not “feeling university,” and not being able to relate to other students. These discontinuities are interpreted as a clash between an old and a newly developing habitus. Un discours de plus en plus dominant souligne l’importance de poursuivre des études post-secondaires pour réussir dans une économie basée sur le savoir. On note également une croissance drastique des inscriptions universitaires dans la plupart des pays occidentaux industrialisés. Nous avons déjà que l’accès aux études universitaires est contraint par la classe sociale, mais les facteurs contribuant au décrochage sont moins connus. Sur la base de données qualitatives obtenues par le biais d’entretiens semi-directifs, j’examine dans cet article le lien entre le fait d’être le premier ou la première de sa famille à accéder à l’université « première génération », la classe sociale et la décision de quitter l’université. Les principaux résultats de la recherche suggèrent que les étudiants dits de première génération sont plus susceptibles d’abandonner l’université de manière prématurée, souvent malgré une bonne performance universitaire. Les raisons expliquant leur départ se centrent sur des discontinuités de classe et de culture, par exemple le sentiment de ne pas être à sa place ou de ne pas appartenir à l’université, ainsi que des diffi cultés à entrer en relation avec les autres étudiantes et étudiants. Ces discontinuités sont interprétées comme un confl it entre un ancien habitus et un habitus en développement.

An Exploration of LGBTQ+ Community Members’ Positive Perceptions of LGBTQ+ Culture

2020 ◽  
Vol 48 (7) ◽  
pp. 1016-1047
Author(s):  
Joshua G. Parmenter ◽  
Renee V. Galliher ◽  
Adam D. A. Maughan
Keyword(s):  
Identity Development ◽  
Emerging Adults ◽  
Large Body ◽  
Community Members ◽  
Individual Interviews ◽  
Gender Diverse ◽  
Intersecting Identities ◽  
And Gender ◽  
Diverse Individual ◽  
The Individual

Although a large body of literature addresses sexual and gender identity development, little research has focused on definitions, conceptualization, and identification with LGBTQ+ culture. Fourteen LGBTQ+ emerging adults (age 20–25 years) with a diverse array of intersecting identities participated in semi-structured individual interviews aimed at exploring the construct of LGBTQ+ culture. Five of the 14 participants also participated in focus groups to further explore the conceptualization of LGBTQ+ culture that was identified in the individual interviews. Participants described the LGBTQ+ culture as a culture of survival, acceptance, and inclusion. Most participants reported a sense of pride and importance in identifying with the broader LGBTQ+ culture and believed it was beneficial in their identity development. A multidimensional conceptualization of LGBTQ+ identity development was proposed to understand the multiple levels of identifying as a marginalized sexual and/or gender diverse individual. We discuss implications for practice, education, and training.

scholarly journals It Takes a Village: Listening to Parents

2020 ◽  
Vol 10 (3) ◽  
pp. 53
Author(s):  
Stephen Bolaji ◽  
Sulay Jalloh ◽  
Marilyn Kell
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Government Policies ◽  
Antisocial Behaviors ◽  
Australian Government ◽  
Australian School ◽  
Structured Interviews ◽  
Post Secondary ◽  
African Community ◽  
Policies And Programs

The study was premised on the concern of the migrant African parents about their children’s lack of aspiration for higher education after completing their secondary education in the Northern Territory (NT), Australia. There appears to be little understanding of, or confusion around, the different pathways available to higher education in Australia. The reports and anecdotes around African youths in the NT demonstrating antisocial behaviors, including, but not limited to drug offences, teen pregnancies and suicides prompted this research. These troubling behaviors have culminated in the death of two young boys in the African community in Darwin 2016 and another girl in 2019 in Kathrine. The study comprises of African parents who migrated to NT in Australia from different demographics in Africa. This study used a questionnaire and semi-structured interviews to investigate African parents’ perception of their child’s post-secondary school aspiration. The outcome of this investigation revealed a lack of understanding of the NT Australian school systems and reporting strand on their children performance and the different pathways through which their children can access higher education in Australia. This study provided four recommendations to help African parents understand the NT Australian government policies and programs on education.

scholarly journals “Finding my Blackness, Finding my Rhythm”: Music and Identity Development in African, Caribbean, and Black Emerging Adults

2021 ◽  
pp. 216769682110146
Author(s):  
Rachelle C. Myrie ◽  
Andrea V. Breen ◽  
Lynda Ashbourne
Keyword(s):  
Identity Development ◽  
Emerging Adults ◽  
Life Story ◽  
Student Organizations ◽  
Structured Interviews ◽  
Music Schools ◽  
Life Story Interview ◽  
New Meanings ◽  
Canadian Context ◽  
African Caribbean

This study examines how music functions in relation to identity development for African-, Caribbean- and Black-identified emerging adults who have immigrated to Canada. Eleven ACB-identified emerging adults, recruited from music schools, community, and student organizations took part in semi-structured interviews adapted from McAdams’ Life Story Interview protocol to focus on music practices and memories. Thematic Analyses results suggest that transitioning to life in Canada necessitated learning new meanings of being and “becoming” Black. Participants described the influence of music on negotiating identity in a Canadian context. They described using music to resist racist and hegemonic narratives of Canadian Black identity, to connect to and celebrate their embodied Black identities, and establish self-continuity and coherence across histories and generations to connect with spiritual memories, land, and ancestors. We conclude by suggesting implications of this work for practice and developing research methodologies that resist whiteness.

scholarly journals “I’m not a teenager, I’m 22. Why can’t I snap out of it?” A Qualitative Exploration of Seeking Help for a First-Episode Eating Disorder During Emerging Adulthood

2020 ◽  
Author(s):  
Rachel Potterton ◽  
Amelia Austin ◽  
Karina Allen ◽  
Vanessa Lawrence ◽  
Ulrike Schmidt
Keyword(s):  
Identity Development ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Transition To Adulthood ◽  
Help Seeking ◽  
Population Group ◽  
Mental Illnesses ◽  
First Episode ◽  
Developmental Phase ◽  
Structured Interviews

Abstract Background Eating disorders (EDs) are serious mental illnesses which typically have their onset during adolescence or the transition to adulthood. Emerging adulthood (EA) (~ 18–25 years) is a developmental phase which conceptually overlaps with adolescence (e.g. both are key periods for identity development) but also has unique characteristics (e.g. increased independence). EA may be a risk-period for delayed help-seeking for EDs, compared to adolescence.Objective This study aimed to explore emerging adults’ attitudes towards their ED symptoms, and their implications for help-seeking. Method: Participants were 14 emerging adults (mean age 20.9 years; SD = 2.0), all currently receiving specialist treatment for a first-episode, recent-onset (< 3 years) ED. Semi-structured interviews relating to experiences of help-seeking were conducted, and data were analysed thematically.Results Symptom egosyntonicity, gradual reappraisal and stereotypical beliefs about EDs were key attitudinal stages prior to help-seeking. Each attitude had distinct implications for help-seeking (e.g. superficial help-seeking; scaffolding by others; helps-seeking at transitions; self-sufficiency, indirect disclosure).Conclusions Emerging adults with first-episode EDs show a distinct set of help-seeking-related challenges and opportunities. These may justify policies and practice tailored specifically to this population group.

scholarly journals The Experiences of Grief and Personal Growth in University Students: A Qualitative Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1899
Author(s):  
Jovita Tan ◽  
Karl Andriessen
Keyword(s):  
University Students ◽  
Emerging Adults ◽  
Personal Growth ◽  
Lessons Learned ◽  
Continuing Bonds ◽  
Structured Interviews ◽  
Supportive Services ◽  
Negative Effects ◽  
Positive Effects ◽  
Formal Services

Background: Experiencing the death of a close person, especially in emerging adults and students, can have profound effects on the bereaved individual’s life. As most research in this field has focused on negative effects of a loss, little is known about potential positive effects experienced by bereaved university students. This study investigated the experience of grief and personal growth in a sample of students from The University of Melbourne, Australia. Methods: Semi-structured interviews via Zoom/telephone with bereaved students (n = 14), who were invited to reflect on their loss and any personal growth potentially experienced. Thematic analysis of the data was based on a deductive and inductive approach. Results: The analysis identified four themes: (i) sharing of grief as a coping mechanism, (ii) balance between grief reactions and moving forward in life, (iii) lessons learned and personal growth, and (iv) adopting values from the deceased person and continuing bonds. Conclusions: Participants emphasized personal growth regarding self-perception and philosophical views on life. Following the loss, they preferred peer support, and used formal services only when they had a specific need. The findings indicate the importance of social support for bereaved students, and the complimentary role of peer and professional support. Hence, academic institutions should offer supportive services tailored to both students and professionals to help bereaved students.

scholarly journals 1415. A qualitative study of intersectional stigma among older adults living with HIV who are victims of childhood sexual abuse

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S715-S715
Author(s):  
Chigozie A Nkwonta ◽  
Monique Brown ◽  
Titilayo James ◽  
Amandeep Kaur
Keyword(s):  
Older Adults ◽  
Sexual Abuse ◽  
South Carolina ◽  
Childhood Sexual Abuse ◽  
Hiv Disclosure ◽  
Structured Interviews ◽  
Public Health Programs ◽  
Intersecting Identities ◽  
Living With Hiv ◽  
The Impact

Abstract Background Intersectional stigma is based upon co-occurring and intersecting identities or conditions and occurs at multiple levels of influence. Intersectional stigma has been repeatedly associated with poor health behaviors and outcomes. The effect of intersectional stigma among older adults are particularly challenging due to issues related to ageism, loss of social support, and comorbidities. We examined the impact of multiple stigmas on older adults living with HIV who are victims of childhood sexual abuse. Methods Semi-structured interviews were conducted with a purposefully selected heterogeneous sample of 24 adults living with HIV who are 50 years and older in South Carolina. Interviews were audio-recorded, transcribed verbatim, and coded using thematic analysis. Results Participants shared experiences and perceptions of stigma and discrimination most commonly related to their HIV status and sexuality at the interpersonal/familial and community levels. Four themes emerged to explain the impact of intersectional stigma: depression, lack of HIV disclosure, limited support, and reduced intimacy. Conclusion The complexity of multiple stigmas profoundly shapes life experiences, opportunities, and mental health of older adults living with HIV. This study highlights that public health programs need to consider the impact of intersectional stigma in order to promote the wellbeing of and improve quality of life for older adults living with HIV. Disclosures All Authors: No reported disclosures

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.

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