Identity Construction in Latina Students

2020 ◽  
pp. 238-256
Author(s):  
Kalpana Mukunda Iyengar
Keyword(s):  
Social Construction ◽  
University Students ◽  
Identity Construction ◽  
Life Experiences ◽  
Writing Process ◽  
Cultural Identities ◽  
Gender Identities ◽  
Authentic Texts ◽  
Latina Students ◽  
Cultural Experiences

This chapter illuminates a literacy educator's efforts in engaging Latina adult university students with writing authentic texts in which they critically reflect on their life experiences. The study describes how critical autobiographies—by providing engaging opportunities for the writing process—also served as an initiator to articulate aspirant's difficult life experiences. The autobiographies are analyzed utilizing Howard and Alamilla's (2015) perspectives on gender identities (essentialism, socialization, social construction, and structuralism). The findings help connect with prior research that when students are allowed to write about their cultural experiences, they are (1) able to express their inadequacies and struggles using life experiences within their families and communities, and they (2) reveal multiple aspects of their cultural identities as Latina.

Important Subjective Life Experiences and Sense of Authenticity: Retrospective Survey among Japanese University Students

2008 ◽  
Vol 103 (3) ◽  
pp. 695-700 ◽  
Author(s):  
Masaya Ito ◽  
Masahiro Kodama
Keyword(s):  
University Students ◽  
Interpersonal Relationships ◽  
Extracurricular Activities ◽  
Life Experiences ◽  
Retrospective Survey ◽  
Japanese University

This study investigated the relation of important subjective life experiences with sense of authenticity for 238 Japanese university students who responded to the Sense of Authenticity Scale and provided free descriptions regarding their important life experiences. Analyses suggested a group with high scores on the Sense of Authenticity Scale tended to cite extracurricular activities as important life experiences, while those with low scores tended to cite cramming for examinations. Results were discussed in terms of interpersonal relationships.

scholarly journals Evaluation of error correction in writing process

2019 ◽  
Vol 3 (2) ◽  
pp. 45-51
Author(s):  
Cuong Phu Nguyen
Keyword(s):  
University Students ◽  
Error Correction ◽  
Positive Attitude ◽  
Writing Process ◽  
Writing Skills ◽  
Mutual Understanding ◽  
English Writing ◽  
The World ◽  
Popular Language ◽  
Giving Feedback

It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students’ positive attitude towards teacher’s feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.

scholarly journals “How Is My English?”: Chinese University Students’ Attitudes Toward China English and Their Identity Construction

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110382
Author(s):  
Haiying Pan ◽  
Chang Liu ◽  
Fan Fang ◽  
Tariq Elyas
Keyword(s):  
University Students ◽  
Language Learning ◽  
Identity Construction ◽  
English Language ◽  
Second Language Learners ◽  
Standard Form ◽  
English Language Teaching ◽  
Chinese University ◽  
China English ◽  
Chinese University Students

Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university students toward the localized variety of “China English,” as well as the students’ identity construction and negotiation during their English language learning journey. Data were collected through a questionnaire completed by 190 respondents and interviews conducted with 20 participants. The findings revealed the students’ positive attitudes toward China English and non-conformity to English as a native language (ENL). This further reflected the communicative function of English and the students’ interest in forming a Chinese cultural identity. However, the students also showed self-contradictory attitudes toward China English, as most did not want to be clearly identified as Chinese when using English. The data revealed some important reasons for this attitudinal conflict, including the belief that ENL is the standard form of English, as well as the students’ desire to develop an identity as competent second language learners of English. The findings suggest the importance of increasing awareness of the global spread of English and reforming English curricula and assessment in contexts where local varieties of English are emerging.

Cultural Identities and Narratives That “Race”

2020 ◽  
pp. 163-184
Author(s):  
Shose Kessi
Keyword(s):  
Black Students ◽  
Identity Construction ◽  
Social Representations ◽  
Cultural Identities ◽  
Frames Of Reference ◽  
Historically White ◽  
The Common ◽  
University Of Cape Town ◽  
The University ◽  
Education Discourse

This chapter explores how hegemonic representations of racialization are reproduced and/or resisted through stories told by a group of Black students located in a historically White university in South Africa, the University of Cape Town (UCT). The stories were collected through a photovoice project with 36 students from five different faculties at UCT over a period of three years, from 2013 to 2015.The photographs and written stories produced by the participants challenged and resisted the common social representations of Black underachievement and backwardness that prevail in higher education discourse. The students’ narratives, in the context of a transforming institution, shifted the terms of engagement in conversations about race and opened up spaces for meaningful dialogue and action toward social change. Their narratives not only constructed alternative frames of reference that provided positive resources for identity construction, but also conscientized and empowered them to influence the direction of the academic project.

The Cultural Construction of International Relations: The Invention of the State of Nature. By Beate Jahn. New York: Palgrave, 2000. 182p. $65.00. The State and Identity Construction in International Relations. Edited by Sarah Owen Vandersluis. New York: St. Martin's, 2000. 207p. $69.95.

2002 ◽  
Vol 96 (1) ◽  
pp. 266-267
Author(s):  
Cynthia Weber
Keyword(s):  
New York ◽  
Social Construction ◽  
International Relations ◽  
Identity Construction ◽  
Cultural Construction ◽  
The State ◽  
Ir Theory ◽  
Nation States ◽  
The Social ◽  
Conceptual Debate

Conceptualizing the sovereign nation-state remains a core concern in the discipline of international relations (IR). Yet, as the volumes by Sarah Owen Vandersluis and Beate Jahn demonstrate, the theoretical location of this conceptual debate is shifting. Questions of identity, like those regarding sovereign nation-states, were answered in the 1990s with reference to terms like social construction. In the new millennium, “the social” is increasingly joined by “the cultural” as an intellectual marker of how serious IR scholars must pose questions of identity. Why this shift? And what difference does it make to our understandings of sovereign nation-states, not to mention IR theory more generally?

“Suddenly Everyone Started to Love Our Anthem, Our Flag”: Identity Construction, Crisis, and Change in (Almost) Sovereign Kosovo

2019 ◽  
Vol 48 (4) ◽  
pp. 721-736
Author(s):  
Alissa Boguslaw
Keyword(s):  
National Identity ◽  
Social Construction ◽  
Identity Construction ◽  
Meaning Making ◽  
Alternative Theory ◽  
Semiotic Analysis ◽  
Political Independence ◽  
National Symbols ◽  
The World

AbstractHow, amidst a crisis of sovereignty and identity, did once-rejected national symbols become meaningful to Kosovo’s Albanians? Having declared independence in 2008, a 2014 study found that less than one-third of Kosovo’s citizens identified with their newly adopted state symbols. As meanings are always shifting, depending on the contexts in which their forms appear and the actors involved, theories of social construction have focused on the representational aspects of meaning-making: the ways in which the forms stabilize (or destabilize) the constructs they depict. Instead of focusing on the representational—the determinable, measurable, and rational aspects, this article investigates the discursive mechanisms that mobilize meanings and configure contexts, extending Robin Wagner-Pacifici’s alternative theory of events. Through discourse and semiotic analysis, it tracks Kosovo’s new flag and anthem through the construction, crisis, and transformation of three social realities: political independence, national identity, and the world of international competitive judo, illuminating how changing meanings change, shifting contexts shift, and how to interpret actors’ fleeting emotions. In the Kosovo case, the construction is the crisis, as well as the change.

scholarly journals Welcoming Deaf Students into STEM: Recommendations for University Science Education

2018 ◽  
Vol 17 (3) ◽  
pp. es10 ◽  
Author(s):  
Derek C. Braun ◽  
M. Diane Clark ◽  
Amber E. Marchut ◽  
Caroline M. Solomon ◽  
Megan Majocha ◽  
...  
Keyword(s):  
Science Education ◽  
Life Experiences ◽  
Deaf Students ◽  
Research Directions ◽  
Expert Opinions ◽  
Science Technology ◽  
Research Mentoring ◽  
Cultural Experiences ◽  
And Mathematics ◽  
University Science

Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.

Daily life experiences of Brazilian university students in the knowledge society

2019 ◽  
Author(s):  
Hamilton Viana Chaves ◽  
Letícia Ferreira de Melo Maia ◽  
Ana Lídia de Araújo Bezerra ◽  
Jefferson Castro de Oliveira ◽  
Thiago Colares Patriota ◽  
...  
Keyword(s):  
University Students ◽  
Life Experiences ◽  
Daily Life ◽  
Knowledge Society

scholarly journals “…because I’m just a stupid woman from an ngo”: Interviews and the interplay between constructions of gender and professional identity

Pragmatics ◽  
2012 ◽  
Vol 22 (2) ◽  
pp. 327-345 ◽  
Author(s):  
Marlene Miglbauer
Keyword(s):  
Identity Construction ◽  
Positioning Theory ◽  
Professional Identities ◽  
Chronological Order ◽  
Gender Identities ◽  
The Third ◽  
The Past ◽  
And Gender ◽  
Different Levels ◽  
Interview Setting

Over the last decade, using interviews to analyse identity construction has been gaining in popularity (de Fina 2003; Johnson 2006; Baynham 2011) and, given this interest, analysing identities has become a much debated issue that is being approached from various angles. Regarding interviews as interaction between the interviewee and interviewer, and stories in the interviews as emerging from interactional dynamics (de Fina 2009), this paper draws attention to the emergence of identity at different levels. First, identities emerge at the level of the interview narrative, which is ongoing talk as it evolves in real time and consists of reporting facts, giving opinions on, and explaining aspects of, various topics to the interviewer. Second, identities emerge in stories which are included in the ongoing talk. Stories refer to actions in the past, usually told in chronological order. In contrast to interview narratives which are initiated by the interviewer, stories in interviews are primarily instigated by the interviewees to further support their identity co-construction in the interview setting. The interview setting is thus the third level of identity construction in interviews. By applying the framework of identities occurring at different levels in interviews and Positioning Theory (Harré and van Langenhove 1999), this paper analyses the construction of professional gender identities in the workplace, the interplay between these identities, and the dependence of these constructions on the ‘interview as context’. The stories themselves reveal how, in the workplace, there may be a conflict between professional and gender identities. More specifically such stories make visible the way in which interviewees construct their professional identities in order to resist gender identities that are projected onto them.

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