scholarly journals Integrated Learning Communities as a peer support initiative for first year university students

2020 ◽  
Author(s):  
Elena Spiridon ◽  
Linda Katherine Kaye ◽  
Rod I. Nicolson ◽  
Heather Ransom ◽  
Angel Jia Yiuen Tan ◽  
...  
Keyword(s):  
Social Identity ◽  
Learning Communities ◽  
Peer Relationships ◽  
Peer Support ◽  
Social Identity Theory ◽  
Peer Group ◽  
First Year ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Entire Cohort

Peer Mentoring schemes tend to be developed as retention strategies, however they can also serve other purposes (psychosocial or career-related). However, evidence of the effectiveness of these presents mixed results and less is known about horizontal peer support schemes which may help students capitalise on existing peer relationships. We developed an “Integrated Learning Communities” (ILC) peer support scheme, building on the theoretical principles of Social Identity Theory (SIT), which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi-structured interviews with a self-selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub-themes. These were: “Divergent Experiences” with the sub-themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub-themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student-led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance.

scholarly journals Integrated learning communities as a peer support initiative for first year university students

2020 ◽  
Vol 50 (7) ◽  
pp. 394-405 ◽  
Author(s):  
Elena Spiridon ◽  
Linda K. Kaye ◽  
Rod I. Nicolson ◽  
Heather J. Ransom ◽  
Angel J. Y. Tan ◽  
...  
Keyword(s):  
University Students ◽  
Learning Communities ◽  
Peer Support ◽  
First Year ◽  
Integrated Learning ◽  
First Year University

scholarly journals Factors Influencing High Academic Achievement of Stateless Migrant Children in Tak Province, Thailand

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Peson Chobphon
Keyword(s):  
Academic Achievement ◽  
Peer Relationships ◽  
Peer Group ◽  
School Teacher ◽  
Individual Characteristics ◽  
Migrant Children ◽  
Structured Interviews ◽  
Data Coding ◽  
Tak Province ◽  
The Impact

The knowledge gained from this study will contribute to the field of migrant education and could encourage policymakers and educators to implement education programmes to both meet the needs and enable the success of migrant children. This multi-case study examined five factors—family, individual, school/teacher, peer group, and community/culture—that influenced the academic achievement of migrant children. The key participants were six migrant children in Grade 6 in two Royal Thai Government schools in Mae Sot, Tak Province, Thailand, three class teachers, and six caregivers. Data were collected through semi-structured interviews and observations. Creswell’s five steps of qualitative data analysis was used: organising and preparing data, reading through all data, coding the data, interrelating the themes, and interpreting the meaning of themes. The seven themes were as follows: (1) the value of education; (2) parents/guardians as important agents to support their children’s education; (3) individual characteristics contributing to good grades; (4) the impact of peer relationships; (5) healthy relationships with school and teachers; (6) the power of the community; and (7) gratitude as a motivation for a high level of education.

Effects of Social Identity Processes on Coordination and Knowledge Sharing in Geographically Distributed Software Teams

2007 ◽  
Vol 06 (04) ◽  
pp. 281-296 ◽  
Author(s):  
Raghavendra Gokakkar
Keyword(s):  
Social Identity ◽  
Knowledge Sharing ◽  
Social Identity Theory ◽  
Structured Interviews ◽  
Study Approach ◽  
Mutual Knowledge ◽  
Identity Processes ◽  
Two Factors ◽  
Primary Means ◽  
Software Development Model

Distributed work environment suffers issues such as lack of mutual knowledge, ineffective knowledge sharing, lack of trust and coordination and interpersonal conflicts. The author conducted an empirical investigation in two projects each employing a hybrid offshore software development model to gain a deeper understanding of the underlying issues. The case study approach allowed for the study of phenomenon in a real-work context. Open-ended semi-structured interviews were conducted as a primary means of data collection. An interpretive analysis using a framework of social identity theory revealed that the in-group/out-group effect generated by a geographical faultline was further severed or diluted by two factors: individual mobility — a realistic opportunity to become a member of other group and the common expertise between two sub-teams. The study concluded with an observation that the absence of these factors resulted in strong group stereotypes, which in turn caused stronger inter-group behaviour.

Expatriates adjustment through transformation of social identity of Chinese expatriates working in Pakistan

2018 ◽  
Vol 25 (4) ◽  
pp. 642-669 ◽  
Author(s):  
Sadia Nadeem ◽  
Sana Mumtaz
Keyword(s):  
Social Identity ◽  
Host Country ◽  
Social Identity Theory ◽  
Relationship Building ◽  
Structured Interviews ◽  
Senior Managers ◽  
Content Type ◽  
Host Country Nationals ◽  
Multi Stage ◽  
Identity Changes

PurposeThe purpose of this paper is to investigate the process of Chinese expatriates’ adjustment in Pakistan through integrating the U-curve model and social identity theory. It has also highlighted the importance of engaging in strong social ties and their contribution in expatriates’ adjustment.Design/methodology/approachData were collected through semi-structured interviews from 30 Chinese expatriates working as directors, deputy directors, senior managers, managers and assistant managers in Chinese organizations in Pakistan. After verbatim transcription of all the interviews, data were analyzed using the NVivo software.FindingsThe findings of this paper indicate that expatriates’ identities somewhat changed in terms of their behaviors and work habits, while fewer changes were observed in their belief and value system. These changes were related to expatriates’ perceptions of host country groups, attraction to these groups and similarity in beliefs, which resulted in the development of interdependent beliefs and depersonalization. However, a few Chinese expatriates predominantly interacted among themselves at work, and their reduced socialization with Pakistanis lessened their chances of change.Research limitations/implicationsThe results of the study suggest that expatriates’ adjustment is a multi-stage process and social identity change is one of the powerful mechanisms through which they adjust in the host country’s environment; hence host organizations should facilitate expatriates in strengthening their bond with local people.Originality/valueThis paper has proposed a model that explains the mechanism of Chinese expatriates’ adjustment in Pakistan through improved interactions between expatriates’ and host country nationals, resulting in minor social identity changes, leading to further positive relationship building, and then major social identity changes.

scholarly journals I wear, therefore I am: investigating sneakerhead culture, social identity, and brand preference among men

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Delisia Matthews ◽  
Qiana Cryer-Coupet ◽  
Nimet Degirmencioglu
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Group Identity ◽  
Brand Identity ◽  
Brand Preference ◽  
Structured Interviews ◽  
Academic Literature ◽  
The Social ◽  
Shed Light ◽  
Brand Preferences

AbstractWhile the popularity of athletic footwear or “sneakers” has been widely assessed within academic literature, few studies to date have examined the influence of a specific sneaker subculture called “Sneakerheads”. Moreover, the brand preferences and brand identities that may exist within the Sneakerhead subculture have not been extensively examined. To address this gap in the research, semi-structured interviews were conducted with 12 male, self-identified Sneakerheads. The main goal of the research was to explore the Sneakerhead culture, while gaining an understanding of brand preferences, practices, and group identity factors. The Social Identity Theory was employed as the theoretical framework for this research. Qualitative analysis of the interviews revealed the following three topical areas: (1) Back in the Day, (2) All About the Jumpman, and (3) For Members Only. Findings regarding the unique culture of Sneakerheads indicate a clear sense of group identity as it relates to motivations, behaviors, and brand identity within the Sneakerhead community. Moreover, the findings of this study further define the lifestyle of a Sneakerhead and shed light on their unique behaviors and practices within the culture.

Perceptions of Minority Discrimination: Perspectives of Jews Living in Germany on News Media Coverage

2020 ◽  
pp. 107769902098475
Author(s):  
Philip Baugut
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
News Media ◽  
Media Coverage ◽  
Jewish Life ◽  
Identity Theory ◽  
News Coverage ◽  
Structured Interviews ◽  
The Holocaust ◽  
Identity Threats

This study explores how Jews in Germany perceive news coverage and its influence on third persons. Against the background of social identity theory, 29 semi-structured interviews with Jews demonstrated that they perceived sensationalist reports on antisemitism, overinsistent links to the Holocaust, the equation of Jews and Israel, and stereotypical portrayals of Jewish life. Such reports led participants to believe that non-Jews perceived Jews as strangers in society. Our findings underline the importance of nonstereotyped reporting on minorities and suggest that individuals’ contemplation about media coverage and its influence on society may be interpreted as a consequence of social identity threats.

scholarly journals Investigating the Academic and Social Benefits of Extended New Student Orientations for First-Year Students

2019 ◽  
Vol 20 (2) ◽  
Author(s):  
Krista M. Soria ◽  
Beth Lingren Clark ◽  
Laura Coffin Koch
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Sense Of Belonging ◽  
Research University ◽  
First Year ◽  
Student Orientation ◽  
First Year Students ◽  
Grade Point ◽  
New Student Orientation ◽  
New Student

In this study, researchers examined the benefits of college students’ participation in an extended new student orientation at a large, public research university. Framed within social identity theory, this study extends a hypothesis that extended new student orientations promote the institutional social identity of first-year students and facilitate their sense of belonging through supportive community development; consequently, the findings suggested that first-year students who participated in an extended new student orientation had a greater sense of belonging, higher academic performance (as measured through students’ fall and spring cumulative grade point averages), and higher retention to their second year. Recommendations for new student orientation practitioners, directors, and administrators are discussed.

The social identity of township youth: Social Identity Theory and gender (Part 2)

1995 ◽  
Vol 25 (3) ◽  
pp. 160-167 ◽  
Author(s):  
Catherine M. Campbell
Keyword(s):  
Social Context ◽  
Social Identity ◽  
Working Class ◽  
Identity Formation ◽  
Social Identity Theory ◽  
Gender Relations ◽  
Identity Theory ◽  
Structured Interviews ◽  
The Social ◽  
And Gender

Social Identity Theory in the Bristol tradition has been criticized for failing to pay adequate attention to the social context of identity formation. This article explores the possibility of expanding the theory to lake account of one particular dimension of social context, namely power with particular reference to gender relations. The article draws on open-ended, semi-structured interviews with working-class township youth in the Durban area, 20 women and 20 men, aged between 17 and 23 years. Interviews were analysed according to the trialogue model of identity structuring outlined in Part 1 of the article. It is argued that traditional SIT's conceptualization of gender is too limited to take account of the role played by gender in identity, and that the concept of ideology serves as a useful conceptual device for expanding SIT in this regard.

The Social Identity of Township Youth: An Extension of Social Identity Theory (Part 1)

1995 ◽  
Vol 25 (3) ◽  
pp. 150-159 ◽  
Author(s):  
Catherine M. Campbell
Keyword(s):  
Social Identity ◽  
Identity Construction ◽  
Social Identity Theory ◽  
Identity Theory ◽  
Raw Materials ◽  
Structured Interviews ◽  
Important Group ◽  
Life Challenges ◽  
The Social ◽  
Group Memberships

Social Identity Theory in the Bristol tradition has been criticized for paying too little attention to the way in identity is shaped and constrained by a dynamically changing social context. The article develops an extension of Social Identity Theory which aims to address this criticism. Open-ended, semi-structured interviews were conducted with working-class township residents in the Durban area, 20 women and 20 men, aged between 17 and 23 years. Interviews were analysed by means of a coding frame within which identity construction was conceptualized in terms of a trialogue amongst Life Challenges, Group Memberships and Behavioural Options. Twenty key Life Challenges facing township youth are identified, as are the eleven most important Group Memberships providing youth with raw materials with which to construct their identities.

The cultural group in intercultural understanding: implications for teaching from a social identity theory perspective

2020 ◽  
Vol 19 (3) ◽  
pp. 233-250
Author(s):  
Debra Williams-Gualandi
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
International Schools ◽  
Cultural Group ◽  
Group Affiliation ◽  
Intercultural Understanding ◽  
Structured Interviews ◽  
Cognitive Dimension ◽  
The Individual ◽  
The Relationship

Learning about one’s own cultures as well as other cultures is a central aspect of the cognitive dimension of intercultural understanding, focusing the individual on cultural group affiliations, belonging and questions of ‘who one is’. Using a social identity lens, with a particular focus on self-categorisation theory to explore how individuals view themselves in relation to the groups to which they belong, this article presents the implications of applying self-categorisation theory to aspects of the field of intercultural understanding. From within the self-categorisation framework, the article also reports on findings from a qualitative study involving semi-structured interviews which investigated the beliefs of experienced secondary teachers working in international schools regarding the relationship between the development of intercultural understanding and identity. Teachers indicated increased awareness of primarily national group affiliation, limited engagement with the concept of multiple cultural identities, a process of distancing and creating new group affiliations, as well as some psychological discomfort and conflict avoidance.

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