Creating a Conceptual Framework for Computing Identity Development for Latina Undergraduate Students

This study examined the relationship between exposure to domestic violence and identity development in a sample of 108 undergraduate students with an average age of 18.7 yr. from University of Limpopo in South Africa. There were more women ( n = 64; 58.7%) in the study than men ( n = 45; 41.3%). Participants were classified into high and low domestic violence exposure groups on the basis of a median split in physical violence scores from the Child Exposure to Domestic Violence Scale (CEDV). Exposure was then compared with identity development as measured by the Ochse and Plug Erikson scale. The results indicated a significant mean difference between the two groups on identity development. Furthermore, exposure to domestic violence was significantly associated with lower scores for identity development as represented by subscales measuring trust, autonomy, initiative and other Eriksonian constructs. Implications and limitations of the study are discussed.

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FORMAL SCHOOLING AND THE PROCESS OF IDENTITY CONSTRUCTION: EXPERIENCES OF MALAYSIAN YOUTHS IN ‘BAD’ SCHOOLS

International Journal of Modern Education ◽

10.35631/ijmoe.24007 ◽

2020 ◽

Vol 2 (4) ◽

pp. 78-89

Author(s):

Dianna Suzieanna Mohamad Shah ◽

Airil Haimi Mohd Adnan

Keyword(s):

Identity Development ◽

Identity Construction ◽

Undergraduate Students ◽

Sense Of Self ◽

Formal Schooling ◽

Research Participants ◽

Construction Of Identity ◽

Human Lifespan ◽

Teenagers And Young Adults ◽

Self Discovery

In human lifespan development, identity construction is central within social and personal experiences, even more so for teenagers and young adults (youths) who are looking for their sense of self and own identity. The construction of identity involves the growth of a whole person and the development of a stable sense of self. At the same time, the process of identity construction causes some youths to become self-conscious about how others perceive them; this usually results in repeated self-discovery and identity experiment cycles. Their identities are thus constructed and reconstructed as they try out different role types in different settings, such as in schools. The focus of this research paper is to examine the experience of formal schooling and how it relates to the identity process of Malaysian youths. Employing qualitative face-to-face interviews, data were collected from six research participants from a private university in Selangor, Malaysia who were purposively selected for this empirical research. Three criteria for participant selection were used: That they have been in rural schools for most of their lives, the schools adopt a very didactic focus, and the schools have a limited number of highly trained and motivated teachers; in other words, they have experienced being in ‘bad’ schools. The research participants were selected from two different academic programs: Three undergraduate students from Bachelor in Teaching English as a Second Language (TESL) and another three from the Bachelor in Law program. Two research questions were posed. First, where does the experience of formal schooling figure in the identity construction of these youths? And second, what roles do the formal experience of schooling play in the lifespan identity development of these youths? Although not generalisable to all youths in Malaysia, the experiences of the participants contribute to advancing our knowledge of identity construction through the process of formal schooling.

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Developing a White anti-racism identity

Groupwork ◽

10.1921/gpwk.v23i1.757 ◽

2013 ◽

Vol 23 (1) ◽

pp. 7

Author(s):

Kathryn K. Berg ◽

Shirley R. Simon

Keyword(s):

Identity Development ◽

Peer Support ◽

Undergraduate Students ◽

White Students ◽

Group Structure ◽

Essential Elements ◽

European American ◽

Group Model ◽

White People ◽

Safe Environment

<p><i>This paper describes and assesses a seven session psycho-educational group on anti-racism identity development for White European-American undergraduate students at a midwestern U.S. university. It is predicated on the premise that Whiteness can simultaneously privilege and harm White people, and that White students have the potential to become personally invested in the challenging of systematic racism. It is also based on the idea that a group structure presents an ideal format for addressing this topic. Peer support, a safe environment, and information are requisites for facilitating personal exploration of this sensitive subject. A group model for addressing this topic is presented and assessed. Key considerations, essential elements, strengths and weaknesses, suggestions for replication and further research are discussed.</i></p>

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Unique Opportunities: Influence of study abroad on Black students

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v28i1.380 ◽

2016 ◽

Vol 28 (1) ◽

pp. 61-77 ◽

Cited By ~ 3

Author(s):

Jasmine A. Lee ◽

Qiana Green

Keyword(s):

Higher Education ◽

Identity Development ◽

Study Abroad ◽

Black Students ◽

Undergraduate Students ◽

Undergraduate Research ◽

Positive Outcomes ◽

Structured Interviews ◽

Case Study Methodology ◽

Studying Abroad

Higher education scholars argue studying abroad results in multiple positive outcomes for undergraduate students; however, Black students continue to be underrepresented as study abroad participants. Utilizing analytic Afrocentricity as the theoretical framework, case study methodology, and semi-structured interviews, this paper furthers higher education research by exploring the influences of study abroad experiences in South Africa on Black undergraduate students. Findings indicate not only positive outcomes on racial identity development, but also academic and career aspirations, and conducting undergraduate research.

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Teaching Anthropological Concepts of Race in Higher Education

Journal ◽

10.22582/ta.v7i1.458 ◽

2017 ◽

Vol 7 (1) ◽

Cited By ~ 1

Author(s):

Crystal A Dozier

Keyword(s):

Identity Development ◽

Undergraduate Students ◽

The United States ◽

Subject Area ◽

Racial Identity Development ◽

Predominately White Institutions ◽

Predominantly White Institution ◽

Predominately White ◽

Before And After ◽

Pedagogical Choices

Racialism is the belief that humans can be divided into distinct races that are biological fact and can determine many traits of individuals. This concept, while persistent, has been refuted by biological and social science, which indicates that the cultural conception of race is neither a biological reality nor determinant. The discipline of anthropology is well positioned to explain nuances in biological and cultural diversity, but employing the most effective strategies to teach these important, and sometimes controversial, concepts is crucial. Patterns and Efficacy in Teaching Concepts of Race in Anthropology (PETCRA) surveyed nearly 300 undergraduate students in introductory anthropology courses at a predominantly white institution in the United States. Students were given two surveys, before and after instruction, to determine their perception of race. The pre- and post-instructional surveys asked students simple conceptual questions about race, about their own experience of race, and demographic information; the post-survey included questions about the instruction in this subject area. While many students started with racialist perspectives, statistically significant numbers of students adopted a more anthropological view after instruction. Including videos with lecture resulted in statistically significant improvement in students’ answers. Student racial identity development is discussed as an important component for understanding this complex topic, especially within predominately white institutions. This research underscores the importance of evidence-based pedagogical choices in diversity instruction.

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The Importance of Disability Identity, Self-Advocacy, and Disability Activism

Inclusive Practices ◽

10.1177/27324745211057155 ◽

2021 ◽

pp. 273247452110571

Author(s):

Ivanova Smith ◽

Carlyn O. Mueller

Keyword(s):

Identity Development ◽

Conceptual Framework ◽

Political Action ◽

People With Disabilities ◽

Community Activism ◽

Self Advocacy ◽

Common Cause ◽

Disability Identity ◽

Policy Alternatives ◽

Self Worth

Disability identity development is an important part of the experience of people with disabilities. Participation in disability community activism and advocacy for the goals of the disability community is related to self-advocacy and plays a fundamental role in shifting individuals’ views of themselves and their disabilities. This article explores a political disability identity conceptual framework and provides recommendations for teachers to develop an understanding of disability in school focused on self-worth and pride; awareness of discrimination, common cause within the disability community, and policy alternatives; and engagement in political action.

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African American Undergraduate Students’ Wisdom and Ego-Identity Development

Journal of Black Psychology ◽

10.1177/0095798413510176 ◽

2013 ◽

Vol 41 (2) ◽

pp. 95-120 ◽

Cited By ~ 3

Author(s):

Hyeyoung Bang

Keyword(s):

African American ◽

Identity Development ◽

Undergraduate Students ◽

Ego Identity

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Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU

Frontiers in Psychology ◽

10.3389/fpsyg.2021.669407 ◽

2021 ◽

Vol 12 ◽

Author(s):

Kimberley Edelin Freeman ◽

Cynthia Eileen Winston-Proctor ◽

Felicia Gangloff-Bailey ◽

Jason M. Jones

Keyword(s):

African American ◽

Racial Identity ◽

Identity Development ◽

Undergraduate Students ◽

African American Students ◽

Academic Motivation ◽

Black College ◽

Future Research ◽

First Year ◽

American Students

The purpose the present study is to explore African American undergraduate students' perceptions of their experiences and academic motivation within a Historically Black College or University (HBCU) learning environment. As part of a larger study, we collected 212 open-ended survey responses from first year students in STEM majors about how the HBCU context shapes their academic motivation. We used semantic thematic data analysis and found three major themes and corresponding sub themes that were salient in the development of students' academic motivation: place (institutional climate, HBCU mission and tradition, and absence of marginalization); pedagogy (culturally relevant pedagogy, positive faculty-student relationships, African American curriculum and instruction, racial socialization); and people (people “like me”; student, faculty and alumni models of high achieving African Americans). We discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation. Given the important and unique realities of African American students that impact their educational experiences, engagement, identity development, and achievement in various types of school contexts, self and sociocultural variables must be included in research and theory on the motivational psychology of African American students. Implications for higher education practice and future research are discussed.

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