scholarly journals 6.5. “Making Up” Viable Future Selves Through Evaluation – Working with the Portfolio-Tool

2021 ◽  
pp. 239-250
Keyword(s):  
Future Selves

Adult Immigrant Journeys: Occupational Downgrading and Continuously Evolving Selves

2021 ◽  
Vol 32 (1) ◽  
pp. 5-16
Author(s):  
Jan Adversario
Keyword(s):  
Adult Learning ◽  
Phenomenological Study ◽  
Possible Selves ◽  
Professional Experiences ◽  
Future Selves ◽  
Research Questions ◽  
Qualitative Phenomenological ◽  
Adult Immigrants ◽  
Possible Selves Theory ◽  
Qualitative Phenomenological Study

This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.

Caring for our future selves

2004 ◽  
Vol 117 (7) ◽  
pp. 537-540 ◽  
Author(s):  
Mark E. Williams ◽  
Jonathan Evans
Keyword(s):  
Future Selves

‘I Am Doing a Double Thing. It Is For Me and It Is For Her’

Young ◽  
2017 ◽  
Vol 26 (4) ◽  
pp. 332-347 ◽  
Author(s):  
Erwin Dimitri Selimos
Keyword(s):  
General Situation ◽  
New Host ◽  
Refugee Youth ◽  
Transitions To Adulthood ◽  
Continuity And Change ◽  
Making Sense ◽  
Migration Narratives ◽  
Future Selves ◽  
Intergenerational Links ◽  
Immigrant And Refugee

This article draws on 30 interviews conducted with newcomer immigrant and refugee youth in Canada to explore how they make sense of their migration and the consequences these meanings have on how they imagine their future selves. The article is based on the understanding that a key task of any immigrant is to negotiate the experiences of continuity and change indicative of the migration experience—a task that takes on unique contours for young immigrants who are simultaneously negotiating their transitions to adulthood. Analysis of the migration narratives of newcomer youth demonstrates that in making sense of their migration, young migrants draw on the general situation of their country of descent, their experiences of emigration and poignant intergenerational links to construct meaning of their lives in their new country of residence. These meanings orient their social actions and animate their life projects in their new host society.

Modulation of medial prefrontal and inferior parietal cortices when thinking about past, present, and future selves

2010 ◽  
Vol 5 (2) ◽  
pp. 187-200 ◽  
Author(s):  
Arnaud D'Argembeau ◽  
David Stawarczyk ◽  
Steve Majerus ◽  
Fabienne Collette ◽  
Martial Van der Linden ◽  
...  
Keyword(s):  
Future Selves ◽  
Parietal Cortices

“(Not) forever talk”: restaurant employees managing occupational stigma consciousness

2018 ◽  
Vol 13 (4) ◽  
pp. 384-402 ◽  
Author(s):  
Amanda Michiko Shigihara
Keyword(s):  
Food Service ◽  
Identity Work ◽  
Stigma Consciousness ◽  
Content Type ◽  
Theoretical Contribution ◽  
Work Related ◽  
Future Selves ◽  
Restaurant Employees ◽  
Research Findings ◽  
Depth Interviews

PurposeThe purpose of this paper is to examine restaurant employees’ engagement in identity work to manage occupational stigma consciousness.Design/methodology/approachResearch methods included ethnographic fieldwork and in-depth interviews.FindingsWidespread societal stigma attached to food service work disturbed participants’ sense of coherence. Therefore, they undertook harmonizing their present and envisioned selves with “forever talk,” a form of identity work whereby people discursively construct desired, favorable and positive identities and self-concepts by discussing what they view themselves engaged and not engaged in forever. Participants employed three forever talk strategies: conceptualizing work durations, framing legitimate careers and managing feelings about employment. Consequently, their talk simultaneously resisted and reproduced restaurant work stigmatization. Findings elucidated occupational stigma consciousness, ambivalence about jobs considered “bad,” “dirty” and “not real,” discursive tools for negotiating laudable identities, and costs of equivocal work appraisals.Originality/valueThis study provides a valuable conceptual and theoretical contribution by developing a more comprehensive understanding of occupational stigma consciousness. Moreover, an identity work framework helps explain how and why people shape identities congruent with and supportive of self-concepts. Forever talk operates as a temporal “protect and preserve” reconciliation tool whereby people are able to construct positive self-concepts while holding marginalized, stereotyped and stigmatized jobs. This paper offers a unique empirical case of the ways in which people talk about possible future selves when their employment runs counter to professions normatively evaluated as esteemed and lifelong. Notably, research findings are germane for analyzing any identities (work and non-work related) that pose incoherence between extant and desired selves.

A Discriminative Ontology for Future Selves

2021 ◽  
Vol 30 (4) ◽  
pp. 372-381
Author(s):  
Juraj Odorčák ◽  
Keyword(s):  
Second Order ◽  
Practical Advantage ◽  
Future Selves ◽  
The Future ◽  
Future Self ◽  
The Right ◽  
Practical Feasibility

The article presents a critique of the commonly held assumption about the practical advantage of endurantism over perdurantism regarding the problem of future-directed self-concern of a person. The future-directed self-concern of a person crucially depends on the possibility of the right differentiation of diverging futures of distinct persons, therefore any theory of persistence that does not entail a special nonbranching relation of a person to only their future self seems to be counterintuitive or unrealistic for practical purposes of personal persistence. I argue that this pragmatic rationale about future-directed self-concern is equally challenging for both theories of persistence. Moreover, I indicate, that both of these theories fall and stand on the practical feasibility of hidden ontological presuppositions about specific second-order notions of concerns of persons for their future.

Letters to our Future Selves? High-Powered Replication Attempts Question Effects on Future Orientation, Delinquent Decisions, and Risky Investments

2020 ◽  
Vol 38 (6) ◽  
pp. 521-554
Author(s):  
Laura Quinten ◽  
Anja Murmann ◽  
Hanna A. Genau ◽  
Rafaela Warkentin ◽  
Rainer Banse
Keyword(s):  
Problem Behavior ◽  
Related Problem ◽  
Future Orientation ◽  
Self Control ◽  
Sample Sizes ◽  
Replication Studies ◽  
Future Selves ◽  
The Future ◽  
Future Self ◽  
Letter Task

Enhancing people's future orientation, in particular continuity with their future selves, has been proposed as promising to mitigate self-control–related problem behavior. In two pre-registered, direct replication studies, we tested a subtle manipulation, that is, writing a letter to one's future self, in order to reduce delinquent decisions (van Gelder et al., 2013, Study 1) and risky investments (Monroe et al., 2017, Study 1). With samples of n = 314 and n = 463, which is 2.5 times the original studies' sample sizes, the results suggested that the expected effects are either non-existent or smaller than originally reported, and/or dependent on factors not examined. Vividness of the future self was successfully manipulated in Study 2, but manipulation checks overall indicated that the letter task is not reliable to alter future orientation. We discuss ideas to integrate self-affirmation approaches and to test less subtle manipulations in samples with substantial, myopia-related self-control deficits.

Teacher Identity Development of Non-Education-Degree Individuals

2018 ◽  
pp. 287-312
Author(s):  
Tran Le Huu Nghia ◽  
Kien Trung Le
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Professional Identities ◽  
Education Programs ◽  
Teacher Identities ◽  
Teaching Competence ◽  
Future Selves ◽  
Education Degree

This chapter reports on the analysis of the narratives of two non-education-degree teachers to highlight the process of their teacher identity development. The analysis showed that their teacher identities were initially developed during their childhood, but then overshadowed by aspirations to have other professional identities; therefore, they did not enroll in teacher education programs. Upon graduation, they entered the teaching profession either accidentally or deliberately. Their teacher identities were shaped via active participation in teaching and professional development activities, and their ability to negotiate between their teaching competence and the practice required in the school. After their teacher identities were established, often by receiving a teaching qualification, they continued to develop their teacher identities by imagining and negotiating their teaching practices with their future selves. Generally, their teacher identity development involved a complex interaction of personal and contextual factors as well as much effort and resilience.

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