scholarly journals Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist

10.28945/3671 ◽  
2017 ◽  
Vol 12 ◽  
pp. 049-072 ◽  
Author(s):  
Amanda Rockinson-Szapkiw ◽  
Lucinda S. Spaulding ◽  
Rebecca Lunde
Keyword(s):  
Identity Development ◽  
Role Models ◽  
Sense Of Self ◽  
Academic Identity ◽  
Multiple Identities ◽  
Women Faculty ◽  
Future Research ◽  
Heterosexual Relationships ◽  
Persistent Problem ◽  
Problems Of Practice

Aim/Purpose: The purpose of this study was to explain how Distance Education women EdD students who are mothers balanced and integrated their multiple identities (e.g., mother, student, professional) to persist. Background: It is well documented that parenting students experience higher levels of stress and pressure during their degree pursuit than their non-parenting counterparts. It is also well documented that doctoral attrition is a persistent problem across decades and disciplines, and examination of specific populations was necessary to better understand how to foster doctoral persistence. Methodology : Data were collected from 17 women via questionnaires, life maps, and interviews and were analyzed in accordance with grounded theory procedures. Contribution: This study generated a novel theoretical model to explain women EdD students’ academic identity progression from students to scholars and its intersection with other salient identities, especially mother, and the core sense of self in alignment with other identity theories. Findings: Academic identity development from student to research scholar is complex and challenging, but follows a unique progression that begins with gaining competence in research, followed by a confidence to conduct research. This positive attitude toward research is often shaped by an influential advisor or mentor, a relationship that enables a student mother to envision herself as a scholar and mother. However, it is a woman’s social conditions (e.g., supportive spouse, friends, or employer) that provide her the confidence and space to differentiate, develop, and intersect multiple identities, a process that allows for successful negotiation and integration of identities, and ultimately, persistence and attainment of the doctorate. Recommendations for Practitioners : Findings highlight the need for more women faculty role models in higher education. To increase the number of women faculty mentors in academia, program administrators can recruit, retain, and support and encourage parental visibility through developing structures and supports for faculty with families. Given the women candidates’ emphasis on stewardship, faculty should design coursework to allow students to intersect assignments with professional goals and practices, and support empirically and theoretically grounded dissertations aimed at not only solving problems of practice but also aimed at advocacy. Recommendation for Researchers: Research is needed with women doctoral candidates in other disciplines from other institutions and regions of the country, including those without children and individuals in non-heterosexual relationships. Impact on Society: This study is an important first step in better understanding female identity development through the doctoral process. Future Research: Themes uncovered in this research need further investigation. Ruptures in relationships were uncovered but not fully explored or saturated. More research is needed to understand the specific contexts and factors leading to both relationship fractures and the disruption in the academic identity trajectory.

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 Developing Academic Identity: A Review of the Literature on Doctoral Writing and Feedback

10.28945/4168 ◽  
2019 ◽  
Vol 14 ◽  
pp. 001-031 ◽  
Author(s):  
Kelsey Inouye ◽  
Lynn McAlpine
Keyword(s):  
Identity Development ◽  
Doctoral Students ◽  
English Language ◽  
Academic Identity ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Theoretical Approaches ◽  
Writing Feedback ◽  
The Individual ◽  
Doctoral Writing

Aim/Purpose: This systematic review synthesizes the literature on doctoral writing and feedback published in peer-reviewed English-language journals between 1997 and 2017 to provide insight into how these topics have been theorized and approached. The goal was to examine how this literature characterizes the development of academic identity in doctoral students to better understand the conceptual relationships underpinning previous studies, and advance work on writing, feedback, and identity to support budding researchers. Background: Research on doctoral writing and identity development has been a focus of research in higher education over the past two decades, as identity development has been recognized as a key outcome of doctoral study; the PhD program is meant to transform students into independent researchers. As a site of identity development, writing—and feedback on writing—are central to doctoral growth. Methodology: The systematic search resulted in 887 citations, of which 579 abstracts were read reducing the number of relevant citations to 95. These 95 full text papers were reviewed, and 37 studies met our inclusion criteria. Frequently cited papers were identified and 3 were added to the final corpus for a total of 40 articles. (Limitations include the constraint to English-language articles and the exclusion of books, book chapters, and conference papers.) All 40 articles were open coded for definitions of academic identity, theoretical frameworks, research context, and key themes. Contribution: This paper contributes a comprehensive analysis of the theoretical perspectives on identity development underlying recent work on doctoral writing and feedback. It demonstrates that this literature takes a largely sociocultural approach to identity: conceived as shaped largely by social structures and interactions. This review also confirms a complex relationship between writing, feedback, and identity in which doctoral students draw upon feedback on their writing to learn about what it means to be a researcher in practice, and how to communicate like a researcher in their relevant discourse communities, thereby advancing their research thinking and encouraging critical reflection on writing and research practices. Findings: The review revealed that the literature draws primarily on sociocultural perspectives, that is, examining writing and feedback through the lens of the practices of the groups in which the individual engages - with academic identity development, though rarely defined, represented as an iterative process of writing and feedback. We noted two gaps resulting from this perspective, which are highlighted by the very few studies taking different perspectives. The first is the lack of attention to individual variation in agency as regards seeking out and using feedback. The second is the potential influence of feedback on critical thinking, which is seen as central to PhD progress. Future Research: Future research may adopt varying theoretical approaches to identity development to shed light on the role of individual agency in identity construction. Future studies that focus on the process of how students respond to and are influenced (or not) by feedback would be useful in illuminating the connections between feedback, writing, and the development of research thinking—all of which contribute to identity development.

New Principals in an Urban Bureaucracy: A Sense of Efficacy

1996 ◽  
Vol 6 (6) ◽  
pp. 661-690 ◽  
Author(s):  
Karen Osterman ◽  
Susan Sullivan
Keyword(s):  
Organizational Support ◽  
Role Models ◽  
School Change ◽  
Organizational Context ◽  
Leadership Behavior ◽  
Sense Of Self ◽  
Organizational Factors ◽  
Internal Factors ◽  
Mediating Role ◽  
Sense Of Efficacy

As principals assume their roles in an urban bureaucracy, what are some of the personal and organizational factors that support or restrict their efforts to bring about school change? Based on interviews with newly appointed principals, this study concludes that external and internal factors interact to influence leadership behavior. External factors, particularly role models, district expectations, and personal and organizational support, influence principals’ sense of self-efficacy. This internal factor, in turn, appeared to play an important mediating role influencing principals’ interpretation of the organizational context and their problem-solving processes.

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.

Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sarah Dewell ◽  
Carla Ginn ◽  
Karen Benzies ◽  
Cydnee Seneviratne
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Curriculum Development ◽  
Role Models ◽  
Nursing Student ◽  
Undergraduate Curriculum ◽  
Future Research ◽  
Curriculum Innovation ◽  
Or Education ◽  
Undergraduate Nursing

Abstract Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

scholarly journals Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

2016 ◽  
Vol 8 (2) ◽  
pp. 114 ◽  
Author(s):  
Said Aldhafri ◽  
Ibrahim Al-Harthy
Keyword(s):  
Undergraduate Students ◽  
Parenting Styles ◽  
Academic Identity ◽  
Identity Status ◽  
Future Research ◽  
Validity And Reliability ◽  
Identity Statuses ◽  
Reasonable Evidence ◽  
Explained Variance ◽  
The Relationship

<p>The current study examined the relationship between university students’ academic identity and their perceptions of their parents’ parenting styles among a sample of Omani students. Marcia’s (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was &amp; Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students’ academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.</p>

scholarly journals Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

2020 ◽  
Vol 19 (11) ◽  
pp. 1-23
Author(s):  
Nancy Akhavan ◽  
Nichole Walsh ◽  
Janeen Goree
Keyword(s):  
Educational Leadership ◽  
Self Efficacy ◽  
Single Case ◽  
Sense Of Self ◽  
Doctoral Program ◽  
Program Completion ◽  
Qualitative Inquiry ◽  
Daily Work ◽  
Problems Of Practice

This single case study is a qualitative inquiry into the cultivation of doctoral candidates and graduates on their efficacy as leaders in using inquiry as to approach problems of practice in daily work. The study examined a doctoral program in educational leadership at one large public university in California, USA. The case study methods included artifact analysis, an examination of field notes, and semi-structured one-on-one phone interviews. The data analysis of all sources revealed three themes related to participants’ leader self-efficacy in using scholarly inquiry on problems of practice in the field. Findings indicate that the participants grew in their leader self-efficacy, transformed, and confident in their sense of self as an educational scholar-practitioner to enact change. As a result of their experience in a Carnegie Project on the Education Doctorate (CPED) program, graduate participants also highlight the focus on inquiry processes to solve problems of practice as vital to educational leadership. Conclusions highlight considerations for similar programs when evaluating how they prepare graduates to impact education beyond coursework. Further research should emphasize how programs are addressing problems of practice for social justice to impact educational leaders in the field upon program completion.

scholarly journals A More Perfect Union? Christian Nationalism and Support for Same-Sex Unions

2019 ◽  
Author(s):  
Andrew L Whitehead ◽  
Samuel Perry
Keyword(s):  
Political Ideology ◽  
Sense Of Self ◽  
National Level ◽  
Future Research ◽  
Same Sex ◽  
Religious Identities ◽  
Same Sex Marriage ◽  
Civil Unions ◽  
Social Identity Complexity ◽  
Christian Nationalism

How do overlapping social identities shape Americans’ views toward contemporary social and moral issues? Drawing upon national-level data and employing the theoretical construct of social identity complexity, we examine the link between Christian nationalism–representing a convergence of national and religious identities–and Americans’ views toward same-sex marriage and civil unions. Multivariate analyses reveal that greater adherence to Christian nationalism is strongly and negatively related to support for both same-sex marriage and civil unions, even after controlling for political ideology, religious controls, attribution of homosexuality, and other relevant correlates. We argue that Christian nationalists, who by definition internalize a high degree of overlap between political and religious identities, are more likely to see gays and lesbians as out-groups and same-sex unions as a threat to their sense of self and community. We conclude by discussing the implications of this study for future research on political and religious identities and intolerance toward socially marginalized populations.

scholarly journals Exploring the intersection of traumatic brain injury and mental health in survivors of intimate partner violence

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Danielle Toccalino ◽  
Amy Moore ◽  
Sophia Chuon Gutierrez ◽  
Angela Colantonio ◽  
Christine M. Wickens ◽  
...  
Keyword(s):  
Mental Health ◽  
Traumatic Brain Injury ◽  
Intimate Partner Violence ◽  
Brain Injury ◽  
Partner Violence ◽  
The United States ◽  
Intimate Partner ◽  
Future Research ◽  
Heterosexual Relationships ◽  
Economic Implications

Introduction: One in four Canadian women experience intimate partner violence (IPV) in their lifetime. The COVID-19 pandemic has significantly increased rates of IPV globally and the level of violence encountered, exposing IPV survivors to greater risk of physical injury, including traumatic brain injury (TBI). Up to 75% of survivors are suspected of sustaining a TBI and 50-75% experience mental health or substance use challenges (MHSU) as a result of IPV, resulting in extensive personal, social, and economic implications. Objective: The objective of this scoping review was to synthesize what is currently known in the literature about MHSU and TBI among survivors of IPV and identify gaps. Methods: MEDLINE, EMBASE, PsycINFO, CINAHL, Cochrane, Scopus, and Web of Science were searched for relevant articles using a search strategy including text words and subject headings related to TBI, IPV, and MHSU. Two reviewers independently assessed articles for inclusion. Results: The search identified 399 unique articles, 34 of which were included in this study. Of these, 11 articles reported on MHSU in IPV-related TBI and 9 articles reported on both TBI and MHSU in IPV but did not discuss the groups together. The remainder were reviews or theses that noted MHSU in IPV-related TBI. Included articles predominantly focused on cis-gendered women in heterosexual relationships and were conducted in the United States. Only three articles focused on the experiences of Black or Indigenous women and none of the included studies discussed implications of co-occurring TBI and MHSU on survivor’s healthcare-related needs or access to care. Conclusions: Despite the high rates of co-occurring TBI and MHSU among survivors of IPV, there is little research on this intersection and no investigation of the impacts on the health system. Future research should focus on identifying the healthcare-related needs of survivors and identifying and mitigating barriers to access.

scholarly journals Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea

2016 ◽  
Vol 24 ◽  
pp. 43 ◽  
Author(s):  
Alfredo J. Artiles ◽  
Elizabeth B. Kozleski
Keyword(s):  
Inclusive Education ◽  
Strategic Alliances ◽  
Multiple Identities ◽  
Research Literature ◽  
Unintended Consequences ◽  
Future Research ◽  
Educational Systems ◽  
Conceptual Clarity ◽  
Education Agenda ◽  
Critical Notes

The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an emphasis on where students are placed as a proxy for inclusive education vis-à-vis inclusive education as the transformation of educational systems, the ways in which outcome measures have been examined in this research, and the need for and challenges of building strategic alliances that could advance an inclusive education agenda. We conclude with reflections and suggestions for a future research program that include sharpening inclusion’s identity, attending to the fluid nature of ability differences and students’ multiple identities, broadening the unit of analysis to systems of activities, and documenting processes and outcomes.

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