To see the other types of publications on this topic, follow the link: Identity formation.
Dissertations / Theses on the topic 'Identity formation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Identity formation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Fuoss, Jessica. "Bisexuality and Identity Formation." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5740.
Full textAbstract:
This study explores the identity development and psychological adjustment of bisexual individuals (n = 122) as compared to homosexual (n = 38) and heterosexual participants (n = 490). Undergraduate students recruited from psychology classes at a large metropolitan university in Florida (67% female, 64% Caucasian) took an online survey for course extra credit. Bisexual and homosexual participants scored higher in identity exploration than the heterosexual participants. Bisexual participants scored significantly higher in psychological symptom severity than heterosexual participants. The three groups were not significantly different in identity commitment nor in identity distress. Female bisexual participants scored more similar to the homosexual participants in identity exploration, while the male bisexual participants were more similar to the heterosexual participants. Among males, bisexual and homosexual participants reported greater psychological symptom severity than heterosexual participants. There were no differences between groups for female participants in regard to symptom severity. This study highlights the need for more research into the psychological correlates of bisexuality as a distinct group from homosexuality, as well as the need to focus on gender as a significant moderator of these relationships.M.S.
Masters
Psychology
Sciences
Psychology Clinical
2
Eryigit, Suna Kerpelman Jennifer L. "Identity formation in context." Auburn, Ala., 2009. http://hdl.handle.net/10415/1971.
Full text
3
Hirasawa, Tetsu. "Organizational identity formation and transformation." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607893.
Full text
4
Nkem, Nzeafack Giovani. "How do Black multiracial Swedes experience racial identity formation in Sweden? : Biracial and Multiracial identity formation." Thesis, Malmö universitet, Malmö högskola, Institutionen för globala politiska studier (GPS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39793.
Full textAbstract:
This thesis examines how biracial and multiracial individuals experience racial identity formation in Sweden. An investigation was conducted into their childhood and upbringing to explore how these experiences shape the way that their identity is formed. To arrive at the results of this dissertation, six individuals who self-identify themselves as Black biracial Swedes where recruited to participate in the data collection process. This mean that this research has used primary tools such as semi-structured interviews to collect data from the participants. This study has used two contemporary positive theories of biracial and multiracial identity formation which are Poston’s Biracial identity model and Roots resolution for resolving otherness. Within these two theoretical frameworks, the research question and aim will be answered through analysis of the respondents. Themes that were used to analyse the interviewees responses where alienation from racial identity, picking a side, language as identity and, familiar support and negative experiences. The results finding shows that most interviewees experience a challenge in the process of identifying themselves with a specific racial group leading to a development of a gap in the process of self- identification.
5
Novotny, Bethany A. "Understanding the Fluidity of Gender Identity and Sexual Identity Formation." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3153.
Full textAbstract:
Counselors must have innovative knowledge and approaches regarding the multidimensional aspects of sexuality and gender identity. This session provides an overview of the five dimensions continuum model of biology, gender identity, gender expression, sexual/affectional orientation and sexual behavior. A case study is provided as an example of using the model with clients. The presentation will focus on the application of this multilayered approach in conceptualizing clients who identify as a sexual minority.
6
Hatami, Azade. "Identity Formation : A Process Entwining Generations." Thesis, Blekinge Tekniska Högskola, Institutionen för humaniora och samhällsvetenskap, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1759.
Full textAbstract:
The core of this essay is the book "The God of Small Things" written by the Indian novelist Arundhati Roy. The strong power of both caste systems or traditional principles and politics is the starting-point of this essay. For this reason, as the center of this tale is a Hindu family of high caste, and consequently very traditional, the identity of the women in the book are of great interest. The women in "The God of Small Things" are very fascinating not only for the reason that they are strongly influenced by their life stories, but even more for the influence their actions and identities have on their children. Of course, none of them can be judged for the shape of their identity, as they all are a merger of culture, religion and politics. More exactly, the divided identities of these women are discussed in relation to firstly their Hindu identity acquired by their society and traditions, and secondly their colonial/post-colonial identity nearly imposed upon them by the colonial forces. In this essay I discuss and analyse three generations of women, a total of four characters. In addition, two other characters are used in order to illustrate the differences that women from the colonizing country (Great Britain) hold in contrast to women from the colonized country (India).
7
Ward, April. "Adolescent identity formation and social media." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16421/.
Full textAbstract:
Objective: To understand how adolescent social media use is impacting on their identity formation and their developing self-esteem. The degree of emotional investment in the sites, and what motivations underlie discreet social media activities. It also aims to investigate adolescent responses to online feedback and their coping strategies in relation to the feedback. Method: in-depth interviews with 15 white British adolescents aged between 12 and 17 years (9, female, 6 males) consisting of four single sex friendships groups, were thematically analysed. Each group took part in a facilitated focus group, and an unaccompanied focus group. These were followed by an individual interview with the lead researcher. Results: Five key themes were identified: investment, feelings evoked by social media, motivations, observations of social media rules and cultures, and strategies to manage feelings evoked by social media use. Conclusion: while social media is providing an important new context for identity formation, it may be placing added pressures on adolescents’ developmental tasks. Digital youth fear receiving critical feedback online, due to the potential for experiences of shame to be projected widely. They are highly attuned to the quantifiable feedback they receive online and feel pressured to be effortful in their social media activity, which could impact negatively on adolescents’ ability to develop a coherent and stable self (Erikson, 1968) and psychological wellbeing, particularly for those with pre-existing mental health difficulties. A curious and non-judgemental approach to understanding how adolescents are using social media, is necessary in order to encourage supportive conversations.
8
Savastano, Lisa A. "Coercive Behavior's Effects on Identity Formation." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539625775.
Full text
9
Midgett, Corina L. "Late adolescent identity formation and psychosocial strength." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24489.pdf.
Full text
10
Whitman, Matthew J. "Communication technology's impact on adolescent identity formation." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p006-1493.
Full text
11
Sweet, Michelle. "Formation and features of a stepparent identity." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2001. http://www.icsw.edu/_dissertations/sweet_2001.pdf.
Full textAbstract:
Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2001.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
12
Thibos, Cameron Alexander. "Competitive identity formation in the Turkish diaspora." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:70ac978c-75f4-4574-b7a6-1e0fce4a2e84.
Full textAbstract:
This thesis examines the politics of narrative control, and how it relates to the formation of diasporic consciousness among Turkish migrants in the United States. It asks how Turkish diasporic identity is formed and shaped by discourses that frame Turks, and that interrogate who or what a ‘Turk’ is? This thesis suggests that this process of continual construction and re-construction of diasporic consciousness should be investigated as a matter of competitive identity formation, meaning that there is competition between multiple actors to impose a definition or label on a diasporic group and to achieve broad-based support for that label or definition. This also implies the attribution of specific values, ideas, and political agendas to that group. The thesis examines the roots, motivations and activities of Turkish American activists in Washington DC. Based on an analysis of their political orientations and internal fissures, it focuses on the current political debate over official recognition of the deportations and massacres of Armenians by Ottoman forces as a genocide. It argues that Turkish American activists have coalesced on the defensive around this issue, framing it as a matter critical to the identity of Turks. Their manifold activities to prevent the further institutionalisation of the ‘genocide’ label in American political discourse do not, however, always resonate with the passive majority of Turkish Americans.
13
Pocius, Kym Elizabeth. "Occupational stereotype accuracy and adolescents' identity formation." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400071979.
Full text
14
Box, Allison. "The imago Dei and women's identity formation." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Full text
15
Nilsson, Cassandra. "Bryggan mellan två världar : En tolkande fenomenologisk analys av bisexuella personers identitetsarbete." Thesis, Linköpings universitet, Psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131632.
Full textAbstract:
Syftet med denna uppsats har varit att studera hur bisexuella personer förhåller sig till sin identitet i en binär värld. Fem personer (en med icke-binär könsidentitet, en man, två kvinnor och en queer kvinna) har intervjuats, och intervjuerna har analyserats utifrån tolkande fenomenologisk analys, även kallad IPA. I resultatet framkommer mycket som bekräftar tidigare forskning gällande identitetsutveckling där de genomgår faser av förvirring, behov av stolthet/komma ut, kulturell gemenskap och syntes. Deltagarna upplever också att det ställs vissa särskilda krav på bisexuella personer och har upplevelser av olika former av stigmatisering som riktas mot bisexualitet, såsom hypersexualitet, sexualisering och monosexism.The aim of this thesis was to study how bisexually-identified people relate to their identity in a binary world. Five persons (one non-binary identified, one male-identified, two female-identified and one queer female-identified) have been interviewed, and the interviews were analysed using interpretative phenomenological analysis, also known as IPA. The results confirm much of earlier research concerning sexual identity development where the participants went through phases of confusion, need of pride/coming out, need of cultural immersion and synthesis. The participants also experienced that there was particular demands on bisexual-identified people and how they experienced attraction, and they had several experiences of different forms of stigmatisation aimed at bisexuality, such as prejudices about hypersexuality, sexualisation and monosexism.
16
Börjars, Linnea. "Identity Development through Volunteer Tourism : A qualitative study of WWOOF volunteers’ identity formation." Thesis, Linköpings universitet, Institutionen för studier av samhällsutveckling och kultur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-85646.
Full textAbstract:
Tourism is a fast growing phenomenon. As every person has a different motivation to travel new and alternative forms of tourism are continuously developing. Depending on form of tourism and the tourist’s motivation to take on a certain trip, the experience has a smaller or bigger impression on the individual. This study examines what influences volunteer trips can have on identities, focusing on volunteers in the organization WWOOF, World Wide Opportunities on Organic Farms. To understand the development of identities, theories about identity work have been researched. The material derives from a participant observation and 14 semi-structured interviews that mainly were conducted in Oregon, USA. The analysis of the results reveals four main themes for how the individuals’ identities have changed and what factors that have caused this change. These themes are perceived change, cultural exchange, significance of place, and differences between WWOOFers and other tourists. The study shows that travels, in this case volunteer trips, affect individuals in many ways.Turism är ett snabbt växande fenomen. Eftersom varje person har egna motiv till att resa utvecklas ständigt nya och alternativa resformer. Vilket avtryck resan gör på individen beror på vald turismform samt turistens motiv till att åka på en viss resa. Denna studie syftar till att undersöka vilka influenser en volontärresa kan ha på individen, med fokus på volontärer som reser genom organisationen WWOOF, World Wide Opportunities on Organic Farms. För att förstå hur identiteter utvecklas har identitetsteorier tillämpats på materialet. Materialet kommer från en deltagande observation och 14 semistrukturerade intervjuer som övervägande gjorts i Oregon, USA. Analysen av resultatet visade på fyra teman för hur volontärers identiteter påverkats. Dessa var upplevd förändring, kulturellt utbyte, platsens betydelse och hur volontärturisterna skiljer sig från andra turister. Studien visar därmed på att resor, i detta fall volontärresor, påverkar individen på flera olika sätt.
Le tourisme est un phénomène en pleine expansion. Chaque personne a un motivation différent pour voyager, donc des nouvelles formes et des formes alternatives du tourisme se développent continuellement. La forme du tourisme et le motivation du touriste déterminent l’effet du voyage sur l’individu. Cette étude examine l’influence des voyages bénévoles sur les identités des bénévoles, avec un foyer sur les bénévoles dans l’organisation WWOOF--World Wide Opportunities on Organic Farms (Occasions Mondial sur les Fermes Biologiques). Pour comprendre le développement des identités, il faut rechercher les théories d'identité. Ces matériaux dérivent de l’observation participante et 14 interviews semi-structurées, la plupart qui était menée en Oregon, aux États-Unis. L'analyse des résultats révèlent quatre thèmes principaux pour comment les identités des individus ont changé, et quels facteurs ont causé ces changements. Ces thèmes sont les changements perçu, l'échange culturel, l’importance de l’endroit, et les différences entre les bénévoles de WWOOF et des autres touristes. Cette étude montre que les voyages, en ce cas les voyages bénévoles, touchent les individus dans plusieurs façons.
17
Smith, Andrew M. "Identity, community, and state formation at Roman Palmyra." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1390.
Full textAbstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: History. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
18
Callejas, Adriana. "The role of specialized competencies in identity formation." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1978.
Full textAbstract:
This thesis investigated the role played by the exploration and identification of one's specialized competencies (i.e., interests, talents, and competencies) in the process of identity formation. The participants consisted of 155 (114 females and 41 males) undergraduate, psychology students. Each student was administered two measures of identity status (Identity Domain Scale and Ego Objective Measure of Identity Status-2) in addition to a measure of interest and competency (Self-Directed Search:SDS), and a measure of personal expressiveness (Personally Expressive Activities Questionnaire). As hypothesized, the results indicated that students who had committed to an identity (Foreclosed and Achieved) had a clearer or more differentiated sense of their specialized competencies as measured by the SDS. In addition, students who were classified as Identity achieved often chose activities on the SDS that were personally expressive or truly a part of their identity. Implications for interventions in identity formation are discussed.
19
Wood, Robert Thomas. "Straightedge youth, subculture genesis, permutation, and identity formation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60358.pdf.
Full text
20
Duncan, T. J. C. E. "Working tourists : identity formation in a leisure space." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/4987/.
Full textAbstract:
Young budget travellers who work as they travel the world have often escaped academic attention. This thesis will begin to correct this omission by illustrating how the working and travelling practices of these young budget travellers affects their perception and construction of self. Taking an empirically grounded approach, this research will build these views into wider theoretical debates around identity, work, place and transnationalism. The thesis is based on an intensive period of fieldwork undertaken in Whistler, British Columbia, Canada. Drawing on data from in-depth interviews, participant observation and secondary sources, this thesis will suggest that it is through work and travel experiences that these young people construct a sense of self. It will be argued that working adds value and meaning to experiences, creating memories and stories in which to construct identity. Furthermore, company culture and ideas of adventure continuously complicate how these young people utilise their working and travelling experiences and so, how they (re)define their sense of self. Finally, the relationship between identity and place will be considered in connection to the emerging literature on backpacker enclaves. This research on these working tourists aims to provide insights into current debates on backpacker travel, identity and tourism, both within the academic community and across wider business and social arenas. The ways in which young working tourists use their experiences to increase cultural capital and gain informal qualifications in order to increase career and life chances will be explored. Thus this thesis will demonstrate the need to understand the motivations, travel patterns and travel careers of working tourists in order to better forecast future tourism demands and trends.
21
Trochez, Melly. "Latina Women Identity Formation Pre and Post Immigration." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/81.
Full textAbstract:
This paper is an exploration of what culturally constitutes Latina identity formation pre and post immigration specifically looking at women from Mexico and Central America, with a special interest in looking at how acculturation impacts identity formation. This also investigates the mental health needs of immigrant Latina women particularly struggling with acculturation and lost sense of self. The eight women participants were selected from Santa Rosa de Lima church in Simi Valley. The women created art on three Saturdays in response to the directives presented by the researcher, all art prompt involved exploration on identity. The art was studied in a qualitative method with a presentation of the art, the analysis and the findings. The art demonstrates the importance of family cohesiveness and the challenge for Latinas to identify their personal needs away from the needs of their families. The art also suggests that acculturation can evoke stress, depression, anxiety and lost sense of self.
22
Menezes, Natalie. "Towards a post-sacrificial theory of identity formation." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007626.
Full textAbstract:
In this thesis I shall outline various modernist authors' arguments that collectivities (such as ethnic groups, nations, states and cultures) and subjectivities employ sacrificial violence to establish and assert their identity where identity is inescapably (?) understood in terms of the sovereignty of the collective or the post-Oedipal autonomy of the individual. To this end, violence has been posited as a historical and conceptual inevitability and is set as the default-state of human nature and politics. In recent times, protesting voices (from post-feminist, post-colonial, post-modern and the emerging human rights discourses) have begun to rigorously contest the notion of violence as the default-state. As a result, the legitimacy of sacrifice as the primary modus to an autonomous selfhood has been radically problematised. I believe that a comprehensive understanding of the nature of this crisis of identity formation , and the possibility of transcending it, is to be found in the paradigmatic shift away from Newtonian thought toward a post-Newtonian worldview. In seeking to challenge the assumption of violence-as-default, I shall translate the comprehensive sacrificial nature of collective identity and subjectivity into a complexity-based model that allowed me to make three crucial conceptual moves toward a comprehensive understanding of post-sacrificial identities that occupy an important place in a post-Newtonian world. First, it will allow me to challenge the assumptions that supported the Hobbesian myth of autonomy/sovereignty sacrificially achieved by charting the ontological shift that compels us to understand "entities" (be it a cell, an individual or a state) not in terms of autonomy but interdependence. Secondly, it provides the conceptual tools needed to understand the systemic nature of sacrificial violence by reading subjectivity violence and collectivity violence in terms of their organic self-similarity. This will equip me to comprehensively explore a postsacrificial epistemology valid for both collective identities and subjectivity. Thirdly, I propose a model of post-sacrificial identities that are created and sustained at the edge of chaos through the dynamic interplay of order and disorder that reconciles creative and destructive forces in a generative unity. I believe that this post-Newtonian reading will clear the conceptual space needed to suggest there might yet be hope for a future that does not embrace violence as default-state.
23
El-Sohl, Raghid. "Lebanon and arabism : national identity and state formation /." London ; New York : I. B. Tauris in association with Centre for Lebanese studies, 2004. http://catalogue.bnf.fr/ark:/12148/cb38980008f.
Full text
24
Mueller, David John. "Adolescent identity formation: Inpatient influence on self-concept." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618397.
Full textAbstract:
This study investigated the effects of psychiatric hospitalization on the self-concepts of 44 adolescents. Labeling theory suggests that the stigma of being labeled as a patient in a mental hospital will hurt an adolescent's self-concept. The sample for this study consisted of 44 adolescent acute care patients in a private psychiatric hospital in Norfolk, Virginia. their length of stay averaged 20.1 days and ranged from 8 to 38 days in the hospital. Each was diagnosed by an accredited psychiatrist or a licensed psychologist as having symptoms of depression or dysthymic disorder. Each subject was administered a semantic differential instrument (Burke and Tully, 1977) and the Coopersmith Self-Esteem Inventory (Coopersmith, 1967) at admission and again at discharge. The semantic differential instrument had subjects rate two stereotypic social labels, "A Popular Teenager in School" and "A Hospitalized Teenager in Psychiatric Treatment," and two self-assessment labels, "Me in the World" and "Me in the Psychiatric Institute." The Coopersmith instrument was used as a well-established indicator of overall self-esteem. One-tailed t-tests for paired samples confirmed significant gains in self-esteem through the course of hospitalization as measured by the Coopersmith as well as by the two semantic differential self-assessments. These findings were contrary to the predictions of labeling theory. Two-tailed t-tests for paired samples were used to determine whether identification with the two stereotypic labels changed from time of admission to time of discharge. These findings indicated that direction of change was not consistent and some of the changes were not statistically significant. The most interesting change in identification with stereotypic labels concerned "Me in the Psychiatric Institute" and "A Popular Teenager in School." at admission, subjects generally rated themselves less favorably than "A Popular Teenager in School," but at discharge subjects generally rated themselves significantly more favorably than the popular teenage stereotype. Again, this change in identification was not consistent with the predictions of labeling theory. This study concluded with recommendations for longer-term adolescent inpatient studies, follow-up studies of teenage outpatient progress, and mandatory one year aftercare counseling for hospitalized adolescents.
25
Kang, Yi Chun. "How identity fluids in college student entrepreneurs :the sense-making process of identity formation." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3952586.
Full text
26
Lile, Jesse Jacob. "Exploring the interaction among undergraduates' boundaries and the identity status and identity style constructs." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37544.
Full textAbstract:
This dissertation focuses on the process of identity development and the role of boundaries in that process. Toward this end a study was conducted to explore the interaction between Hartmanâ s (1991) boundaries, Marciaâ s (1966) identity statuses, and Berzonskyâ s (1989) identity styles. Data for this study was collected via survey from a convenience sample of undergraduate college students (n = 549) between ages 18 and 24 and across 4 courses at a large state institution in rural Southeastern United States. A 2-way ANOVA was used in this study to explore differences in boundary scores for both Marciaâ s (1966) identity statuses and Berzonskyâ s (1989) identity styles. No significant main effect was found for identity status, and no interactional effect was found between identity status and identity style, but a significant main effect was found for identity style. Post-hoc analyses for identity style revealed the diffuse/avoidant style as significantly higher in boundary score than the informational style, which in turn was significantly higher in boundary score than the normative style, with higher boundary scores indicating thinner boundaries. A discussion of these results and their implications for counseling practice are provided.Ph. D.
27
Silverthorne, Jennifer. "An investigation into pharmacist professional formation." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-pharmacist-professional-formation(0c919a16-d894-40a7-8568-4f9704c85b3e).html.
Full textAbstract:
In the professional formation of pharmacists, participation in real-life professional practice occurs mostly in pre-registration training, in the year after completion of the four-year undergraduate MPharm course. As such, development of professional identity and practice are likely to happen predominantly in the pre-registration year. The study is conducted against a background of a sparsity of knowledge about professional formation in pharmacy, particularly in the pre-registration year. The aim of this study is to investigate the professional formation of pharmacy graduates in the pre-registration year. The research questions address what professional practice the graduate engages in during the pre-registration year, how they perceive their own identity and the reasons for this. Understanding professional formation requires a focus on the interplay between agency and structure. As such, Bourdieu's conceptual tools are deployed to explore individual agency and relationships between key players, in a process named becoming a pharmacist. This process is further conceptualised as achieving a feel for the game in which recognising and repositioning in regard to hysteresis is central to success. Via this conceptualisation, Bourdieu's thinking tools are used to describe and understand becoming a pharmacist, shaping the study through their use to inform data collection, analysis and interpretation. Four community pharmacy pre-registration trainees working in the north-west of England were recruited to take part. A case study methodology was chosen to retain the holistic characteristics of real-life events, with qualitative methods used to collect data. Portraiture was chosen as a method of presenting and describing the study's findings. Interview transcripts, observational data, self-selected records from trainee portfolios and researcher field notes were used to construct the portraits. Each portrait was subjected to a critical analysis to understand each trainee's unique experience using the lens of Bourdieu's conceptual thinking tools. A cross portrait analysis was then additionally carried out using key theories of identity and professional practice as well as Bourdieu's conceptual tools. Key findings included that identity and practice were strongly influenced by cultural capital and the existence of a dyadic relationship with the pharmacist tutor. Legal and corporate restrictions on practice constrained the development of professional expertise, which contributed to a period of acute stress experienced immediately upon qualification. The identification of practices of assertion and practices of deference as a way to describe trainee practice and identity was proposed and explored. Conclusions include that practices of assertion and deference can be useful in allowing researchers to unpack the bundles of influences on identity and practice. Through its findings, the study therefore makes a contribution to what is known about professional formation in pharmacy but also more broadly through the use of Bourdieu's conceptual tools to reveal complex relationships between structure and agency.
28
Im, Janice H. "An Ecological Examination of Ego and Ethnic Identity Formation Within Second Generation Korean-Americans." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33390.
Full textAbstract:
Investigation of first and second generation Korean-American ego and ethnic identity formation was explored through semi-structured, in-depth interviews. Seventeen self-identified Korean-American young adults, aged twenty-one to twenty-nine, were asked to describe their identity development within Bronfenbrennerâ s five ecological realms. Grounded theory methodology was used to link Eriksonâ s theory of identity formation (1968) with Bronfenbrennerâ s Theory of Ecology (1979). Unlike Eriksonâ s prescribed identity crisis for adolescents, Korean-Americans were found to delay their identity exploration until college or young adulthood when they were able to gain geographical and emotional distance from their parents. This was found to be primarily due to Korean cultureâ s emphasis on three main areas--importance of family, respect for elders, and strive for excellence--which served to reinforce collective identity with oneâ s family along with strong parental authority, which inhibited deviation from parental expectations. Subsequently, Korean-American ego identity was found to be significantly influenced by parental adherence to Korean culture. Furthermore, Korean-Americans during adolescence were found to marginalization their Korean culture, due to experiences of discrimination and prejudice from American peers. Depending on the degree of experienced prejudice and discrimination from American peers along with degree of socialization and exposure to other Koreans, Korean-Americansâ ethnic identity either proceeded in stages or became fluid, where their ethnic identity changed depending on the environment .Master of Science
29
Berman, Steven L. "Making life choices : facilitating identity formation in young adults." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1766.
Full textAbstract:
This dissertation makes a contribution to the growing literature on identity formation by formulating, implementing, and testing the effectiveness of a psychosocial intervention, the Making Life Choices (MLC) Workshops, designed to facilitate the process of identity formation. More specifically, the MLC Workshops were designed to foster the development and use of critical cognitive and communicative skills and competencies in choosing and fulfilling life goals and values. The MLC Workshops consist of a psychosocial group intervention that includes both didactic and group experiential exercises. The primary research question for this study concerned the effectiveness of the MLC Workshop relative to a control condition. Effectiveness was evaluated on two levels: skills development and reduction of distress. First, the effectiveness of MLC in fostering the development of critical competencies was evaluated relative to a control condition, and no statistically significant differences were found. Second, the effectiveness of MLC in decreasing life distress was also evaluated relative to the control condition. While participants in the MLC workshop had no significant decrease in distress, they did have statistically significant improvement in life satisfaction in the Personal Domain.
30
Boyes, Michael Clifford. "Implications of emerging epistemic doubt for adolescent identity formation." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26963.
Full textAbstract:
This study was undertaken to evaluate the part which nascent skeptical doubt plays in shaping the course of adolescent social-cognitive development. Past attempts to relate the achievement of formal operations to the tasks of identity formation and other signature concerns of adolescence have yielded equivocal results. This failure is seen to be due in part to the "all or none" character often ascribed to formal operational thought. If formal reasoning is seen to be achieved in one piece, then there is little hope of accounting for the variability within adolescent development by pointing to such a monolith. It is argued in this thesis that the intellectual changes which accompany the acquisition of formal operational competence set in motion a series of developments which seriously undermine the typical adolescent's previous sense of epistemic certainty. The epistemic model proposed in the thesis leads to the hypothesis that, in response to such doubts, young persons adopt one or another of three contrasting interpretive levels or strategies each of which then dictates much about their subsequent solutions to the problems of identity formation and commitment.
To test these predictions, 110 high school aged young people were prescreened using a battery of Piagetian measures and classified as being either concrete or formal operational. Those subjects who were clearly classifiable (N = 70) were individually administered: (1) Adams' Objective Measure of Ego identity Status (OM-EIS) which permits classification of respondents into diffused, foreclosed, moratorium, and achieved identity statuses; and (2) The Epistemic Doubt Interview, which is comprised of 2 story problems and a semi-structured interview procedure, based on the work of Piaget, Perry, and Kitchener and King, and designed to indicate both the presence of generic doubt and the respondent's characteristic coping strategy for dealing with such uncertainties. These include realistic, dogmatic, skeptical, and rational epistemic stances.
The results indicate that the young people selected on the basis of the cognitive developmental screening procedures could be reliably and exhaustively assigned to a single epistemic level or to a modal and a single developmentally adjacent level. Only formal operational subjects appreciated the generic nature of the doubt undermining their epistemic certainty while the concrete operational subjects were largely confined to the ranks of the epistemic realists. Predictions regarding the anticipated relation between epistemic stance and ego identity status were supported. Virtually all of the subjects scored as epistemic realists were found in the diffusion and foreclosure statuses. Of those subjects who evidenced an appreciation of the generic nature of doubt, only epistemic dogmatists were scored as foreclosed. Only subjects scored as epistemic skeptics or rationalists were routinely found to be in the moratorium or achieved statuses. The results are taken as strong support for the claim that epistemic doubt plays a central role in shaping the course of adolescent social-cognitive development.Arts, Faculty of
Psychology, Department of
Graduate
31
Leung, Yvonne Yee Man. "Identity formation(s) of mainland immigrants in Hong Kong /." View abstract or full-text, 2007. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202007%20LEUNGY.
Full text
32
Edison, Alicia Yancey George A. "The impact of the media on biracial identity formation." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5185.
Full text
33
Palmer-Woodward, Catherine. "Identity formation and emerging intentions in consultant-client relationships." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/1838.
Full textAbstract:
My original contribution to theory and practice formulates management consultancy as a social act evolving within interaction with clients whereby identity, as an emerging process, can form and be formed within consultant-client relationships. Drawing on Stacey's work on complex responsive process thinking, I have described a reflexive, social self, highlighting the implications for management consultants of this open-ended responsiveness of identity formation. Within the prevailing management literature there is a sense that consultants design interventions that change organisations, whether through working on leadership development, executive coaching, providing expertise or facilitating organisational change. As part of my original contribution I pick up on the emotional, relational and occasionally messy nature of consulting, which is frequently overlooked in the literature. My research into the emergence of intentions and the formation of identity within consultant-client relationships analyses my work as a researcher-practitioner working within large financial service organisations through a variety of consulting projects. The inquiry examines my professional practice, researched through a social, iterative and temporal method centring on reflexive, narrative inquiries. I illuminate the fundamental conversational nature of consultant-client relationships; challenging the view of consulting as a transaction whereby the consultant provides a service, withdrawing relatively unchanged. I postulate consulting as a series of conversations with interdependent people wherein emerging themes organise new ways of relating and novelty evolves. Drawing on Elias' process sociology I extrapolate the fundamental interdependence of consultant-client relationships; conceptualising management consulting from a complex responsive processes way of relating. I challenge the notion of intention as located in the individual; an independent, disembodied, thought before action predicated on an 'if-then' notion of causality, underpinned by an assumption of human beings as autonomous and rational. I develop the work of Joas arguing that intentions are emerging, social and embodied; a theme organising conversations. In particular I detail how strong emotions and embodiment occur in those arresting moments, where experiences of inclusion and exclusion, can alert the consultant to new ways of relating. My inquiry has highlighted the significance for management consultants of realising the fundamentally social nature of human interaction and the importance of responsiveness in the living present. With reference to Mead's view of conversation as a pattern of gesture/ response I highlight the consultant-client relationship as co-created and therefore not to be ordered by the consultant who can, nevertheless, pick up on and influence new patterns of relating as they evolve.
34
Jones, Elly. "Identity formation in adolescents with and without learning difficulties." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506175.
Full text
35
Leung, Pui-man Helen, and 梁佩文. "Impact of virtual community on identity formation of adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256387.
Full text
36
Varner, Kimberly. "The influence of religion and spirituality on identity formation." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/343.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
37
Schoeman, Madeleine. "Identity formation : a key to transforming teaching and learning." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86624.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This paper proposes a possible solution to the current state of education in South African public schools, notably the underperforming schools. It uses various international studies, namely the Progress in International Reading Literacy Study (PIRLS), the 2003 Third International Maths and Science Study (TIMMS), the Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ), as well as the matriculation results to explore the reality of the education crisis as a poverty trap. I then explore possible reasons for the failure of the basic education system by means of the ‘Four As’ of the International Committee for Economic, Social and Cultural rights as a starting point to measure basic education. The ‘Four As’ (Woolman and Bishop, 2012:57-19 to 57-32) are Availability/Adequacy, Accessibility, Acceptability and Adaptability. I propose identity formation within a framework of complexity thinking as an approach to the problems in the underperforming system, especially the problems arising from education not meeting the criteria of the ‘Four As’, and in particular because education is a determining factor in social justice. Complexity thinking is inseparable from the ethics of complexity, just as identity formation cannot be separated from the ethics and politics of identity. Finally, the insights are applied to the purpose of teaching and learning, in terms of complexity thinking and identity formation, and in terms of the National Development Plan. The latter is the policy document shaping the future of teaching and learning, amongst others, in South Africa. This is followed by an assessment of the National Development Plan in the light of the requirements of the ‘Four As’.
AFRIKAANSE OPSOMMING: Hierdie skryfstuk stel ‘n moontlike oplossing voor vir die huidige stand van onderwys in Suid-Afrikaanse publieke skole, veral die onderpresterende skole. Dit gebruik verskeie internasionale studies, naamlik die ‘Progress in International Reading Literacy Study (PIRLS)’, die ‘2003 Third International Maths and Science Study (TIMMS)’, die ‘Southern and Eastern African Consortium for Monitoring Education Quality (SACMEQ)’, asook die matriekuitslae, om die realiteit van onderwys as ‘n put van armoede te ondersoek. Voorts ondersoek ek moontlike redes vir die mislukking van die basiese onderwyssisteem. Dit word gedoen aan die hand van die sogenaamde ‘Four As’ van die Internasionale Komitee vir Ekonomiese, Sosiale en Kulturele regte. Die ‘Four As’, soos vervat deur Woolman en Bishop (2012:57-19 tot 57-32) is, in Engels: 'Availability /Adequacy, Accessibility, Acceptability’ en ‘Adaptability’. Dit kan vertaal word as Beskikbaarheid/Voldoendenheid, Toeganklikheid, Aanvaarbaarheid en Aanpasbaarheid. Ek stel identiteitsvorming binne ‘n raamwerk van kompleksiteitsdenke voor as ‘n benadering tot die probleme in die onderpresterende onderwyssisteem, veral die probleme wat voortspruit uit onderwys wat nie aan die kriteria van die ‘Four As’ voldoen nie. Dit word gedoen omdat onderwys by uitstek ‘n bepalende faktor in sosiale geregtigheid is. Kompleksiteitsdenke is onafskeidbaar van die etiek van kompleksiteit, net soos identiteitsvorming onlosmaaklik deel is van die etiek en politiek van identiteit. Laastens, word die insigte toegepas op die doel van onderrig en leer, in terme van kompleksiteitsdenke en identiteitsvorming, en in terme van die Nasionale Ontwikkelingsplan. Laasgenoemde is ‘n beleidsdokument wat rigting tot 2030 verleen aan, onder andere, onderrig en leer, in Suid-Afrika. Dit word gevolg deur ‘n evaluering van die Nasionale Ontwikkelingsplan aan die hand van die vereistes van die ‘Four As’.
38
McCarthy, Joanne. "Identity formation and conflict in older Irish gay men." Thesis, University of Lincoln, 2012. http://eprints.lincoln.ac.uk/18950/.
Full textAbstract:
Gay Irish men over 55 grew up in the 1950s and 1960s when homosexuality in Ireland was illegal, the Catholic Church was an unquestioned dominance within society and the heterosexual family was seen as the basic unit of the Catholic state. The power of the Catholic Church, homophobia and repressive laws combined to create an atmosphere that made many people unable or unsafe to admit their sexuality. Gay men constructed their identity under a cloak of secrecy and negotiated any identity threat and conflict between their multiple identities alone. Evidence suggests that gay and lesbian individuals with religious identities face greater social and psychosocial challenges due to their identity configuration. Furthermore, the challenges faced within identity construction, and the obstacles of threat and conflict, have shown to affect an individual’s mental health. Using the interpretive lens of Identity Process Theory (IPT) the present study used a qualitative design to explore how older gay Irish men (over the age of 55) understand and construct their sexual identity and investigate the strategies they used. Semi-structured interviews were conducted with seven older gay men to explore their experiences, perceptions and understanding of being an older gay person in Ireland and the UK. Thematic analysis identified three themes i) experiences of sexual awareness and identity conflict; ii) the dilemma of ‘staying in ‘ vs. ‘coming out’; iii) dealing with identity conflict. The results suggested that many men faced challenges and barriers to constructing a stable identity. Religious and cultural experiences played a central role in Irish men’s identity acquisition and how they made sense of it. The results show ways in which identity conflicts were created and how the men developed strategies to minimise these conflicts. The study has implications for professionals working therapeutically with sexual minority clients. Recommendations are provided for improved understanding of sexuality issues concerning minority clients within therapeutic work. Health practitioners need to be willing to engage in discussion about the effect that religious and cultural influences have on a client’s well-being, as this will help support patients, reduce psychological distress and improve therapy outcomes.
39
Peng, Guanhua. "Towards Community Sustainability: Place Identity Formation in Ölands Skördefest." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76277.
Full textAbstract:
While discussions on the capacity of food tourism on promoting and maintaining the sustainability of host community have recently gained interest in tourism academia, the intersection between food events, tourism and sustainability need to be explored in a greater depth. This study focuses on place identity formation and examines how Ölands Skördefest shapes local residents’ place identity. In-depth interviews conducted with business representatives and tourism department members are themed analyzed through the lend of Identity Process Theory (IPT). The results illustrate how Ölands Skördefest shapes five components of place identity, and in particular how respondents felt about distinctiveness, belonging and self-efficacy. The study offers an understanding of how Ölands Skördefest contributes to promoting community sustainability through strengthening local place identity.
40
Edison, Alicia. "The Impact of the Media on Biracial Identity Formation." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5185/.
Full textAbstract:
Biracial individuals undergo a developmental process that is different than monoracial individuals. Not only do they have to develop a strong and cohesive self-esteem, but also develop a strong and cohesive racial identity to have a healthy self-concept. The media is a social structure that has infiltrated into many aspects of American lives, including their racial identity. The media perpetuates current beliefs concerning race and racial identity. This research investigates how biracial identity has been portrayed in the media. Historically, biracial individuals have been portrayed as the tragic "mulatto" because of their confused racial background. In addition, mulatto women have been stereotyped as exotic and sexual objects. A content analysis was used to investigate how the media presents biracial identity. Only movies with black/white biracial individuals were watched. The categories under study included perceived race, character's race, skin color, likeability, sex appeal, ability to contribute, ability to be violent, mental health, overall positive portrayal social, and negative portrayal score. This study may suggest that the media is making attempts to rectify old stereotypes. Overall, this study does demonstrate that the media portrays biracial and black characters differently in film. One overarching theme from these results implies that the perception of race is more salient than one's actual race.
41
Shaheen, Shabana. "The Identity Formation of South Asians: A Phenomenological Study." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/5042.
Full textAbstract:
This research explores the lived experiences of South Asians college students. This research, through a qualitative study that is rooted in the philosophy of phenomenology, explores the essence South Asians’ identity formation. Qualitative data was collected through semi-structured interviews with South Asian college students. The data analysis was under a phenomenological lens that centered the lived experiences and the essence of these experiences in the results. Seven themes emerged from this phenomenological study: negotiating bicultural identity, model minority expectations, meaningful impact of religious spaces, understandings of intra-community tensions, racialization of Islamophobia, understandings of South Asian identity and efficacy of Asian American identity. This study’s findings provide a foundation to build a more expansive framework for understanding the identity formation of South Asians.
42
Leung, Pui-man Helen. "Impact of virtual community on identity formation of adolescents /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474674.
Full text
43
Martin, Patricia Ashbaugh. "Ethnic identity formation in biracial children : the father's perspective /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074425.
Full text
44
Chan, Elizabeth. "Learning to be : professional identity formation in novice veterinarians." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/learning-to-be(aada419d-a277-4667-85d7-9272a28f8d3d).html.
Full textAbstract:
Within professional education, a fundamental goal is the appropriate formation of students’ professional identity: the set of values and priorities which influence their understanding of their role, their approach to ethical dilemmas, and the extent to which they perceive an event to represent career success. On entering work, graduates encounter a complex environment that includes shared decision-making, interprofessional team working and increasingly well-informed clients. This complexity necessitates adaptation of university-acquired knowledge, may challenge professional behaviours and can result in identity dissonance and confusion. Traditional notions of professionalism education describe the teaching of ethics and of attributes such as altruism, integrity and humanism. However, this focus neglects the challenges of context, and fails to support students in developing an identity that is appropriate for practice. The veterinary profession is increasingly affected by poor mental health and career dissatisfaction, particularly amongst new graduates. There is no compulsory post-graduate training, and most graduates practice with no formal supervision. They are thus responsible for their own patients, as well as for decisions that impact the client relationship, business and their own career satisfaction. The teaching of Veterinary Professional Skills is challenged by an intense clinical curriculum and students’ preferences for studying more overtly clinical material. Deficiencies are evidenced not only by poor graduate retention, but also by frequent critiques of competence in decision-making and business acumen. This research, performed for the purpose of curriculum improvement, sought to define the professional identity that enables new graduates to thrive in veterinary practice, and to explore the processes by which this identity is formed. The entry to the profession of twelve new graduate veterinarians was studied by narrative inquiry, using discussion in a closed Facebook group to follow their experiences of entering the profession. Stories shared on this social media platform were collected over an 8-month period and were analysed using a combined approach of narrative text analysis followed by narrative reconstruction. Data collection, analysis and dissemination were approved by the institutional ethics committee. Preliminary text analysis revealed two versions of veterinary professional identity. In one version, priorities and values were narrowly focused on the technical elements of the role: achieving a diagnosis and implementing “best practice” treatments. In the alternative version, priorities and values were more broadly constructed: diagnosis and treatment were valued, but so were relational care, working with clients’ needs and wishes to determine the best course of action for each case, and negotiating the challenges of the veterinary practice context (a busy workload, clients’ financial limitations and high emotions, limited availability of equipment or expertise). The employment environment of the new graduates provided few opportunities for those with a narrow identity construction to act in accordance with their values. They saw contextual complexity as obstructive to reaching their goals and showed signs of frustration and career dissatisfaction. In contrast, the environment provided many opportunities for those with a broader identity understanding to align their values and actions, and they showed evidence of career satisfaction and mental wellbeing. The biomedical focus of the narrow identity variant can be attributed in part to the hidden curriculum, including teaching and assessment priorities and emphases in clinical discussions. Further narrative exploration revealed additional contributors to this identity formation. It appears to precede a notion, widespread in professional culture, of the client as “enemy” to the veterinarian and the source of their poor mental health and suicide risk. A socially reinforced view of the client as external to professional identity may undermine the potential for graduates to develop a more relational focus, contribute to the narrow understanding of veterinary identity, and worsen career satisfaction and wellbeing. During narrative analysis a fragile, intermediate form of identity was also identified, in which graduates recognised the value of a relational focus but struggled to eschew the biomedical priorities of their educators. Distress resulted from an inability to commit to a re-constructed, context-informed relational identity, which was exacerbated by a professional culture (even in general practice) that places the relational, broader constructed identity as subordinate to the biomedical identity variant. Social validation of the emerging relationally-focused identity was therefore lacking, and the narrow variant persisted. The superior career satisfaction of those with a broader identity construction reinforces the need for education interventions to support students’ development of this identity. Teaching and assessment should be reshaped to widen the focus beyond disease and incorporate the needs of the various stakeholders in clinical practice. Advanced levels of cognitive development and complex thinking are required to reason the conflicting needs of different stakeholders, recognise the context-dependence of problem-solving and rationalise actions that conflict with “self” but align with “other”. For this to be achieved, it is essential to have whole-institution commitment to the principles of the broad identity variant, as well as to developing the necessary advanced level of cognitive reasoning in students.
45
George, David T. (David Titus). "The Influence of Family Functioning on Identity Formation: a Model of Late Adolescent Identity Development." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277881/.
Full textAbstract:
The influence of theoretically prominent family processes on late adolescent college student identity development was the focus of this study. The primary purpose was to test a model of adolescent identity development. This model proposed that family health variables would predict identity development, and that attachment and separation-individuation would each make unique and additive contributions to identity development. The second purpose was to identify instruments which discretely measured the family processes. The third purpose was to better understand family influences by measuring the processes of exploration and commitment. Participants were 150 male and 150 female college students, between the ages of 18 and 23, and from intact families. Questionnaires completed measured family functioning and identity development. Family functioning measures covered three domains (family health, attachment to parents, and separation-individuation) which formed the set of independent variables. The identity measures (ego identity status and identity process) comprised the dependent variables. A hierarchical regression design was employed where family health variables were entered first, followed by attachment variables, then separation-individuation variables. The results indicated mixed support of the model. First, the proposed model was statistically supported for females as all domains predicted identity achievement and diffusion. For males, only family health predicted identity achievement, and only separation-individuation predicted identity diffusion. Other important findings were that the attachment and separation-individuation domains both assessed forms of connectedness, suggesting only one domain. Thus, the separation-individuation component of the model was not supported. Second, similarity of attitudes consistently predicted identity achievement, diffusion, exploration, and commitment. Third, despite the use of rigorous criteria to obtain discrete scales representative of the theoretical constructs, overlap was discovered within and across domains. The roles of similarity of attitudes between adolescent and parent, and the family environments associated with identity achievement, diffusion, exploration, and commitment are discussed. In addition, methodological and measurement issues, limitations of the study, and implications for future research are examined.
46
Borchers, Tyler. "Communicating Contradictory Selves: A Critical Postmodern Perspective on Identity Formation." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400122385.
Full text
47
Saccomanno, Benjamin. "Une sociologie des ambitions : les adultes en formation professionnelle." Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20125.
Full textAbstract:
Cette recherche interroge la mise en œuvre d’ambitions, chez des adultes suivant une formation professionnelle à l’AFPA. Nous proposons de comprendre comment s’élaborent et se concrétisent, au contact d’une institution, des démarches volontaires visant à infléchir le cours des trajectoires personnelles. Le point de départ de cette recherche réside dans l’interrogation de projets qui, professionnels au premier abord, s’avèrent révélateurs de constructions identitaires en train de s’opérer. Nous proposons de recourir à une analyse sociologique des ambitions, afin de comprendre la structuration, le déroulement et les effets des interactions entre le système de formation et ses publics. De part et d’autre, la formation est un moyen, répondant à des enjeux qui dépassent le seul apprentissage effectué. Nous voulons saisir comment ces enjeux distincts sont mis en relation et travaillés d’une façon conjointe. Observée dans sa concrétisation, l’ambition se révèle une dynamique sociale, produite par le cours des trajectoires et explicitant l’orientation escomptée de la construction biographique des personnes. L’analyse des ambitions éclaire ainsi les modalités de convergences entre les cadres de jugement individuels et les modus operandi de la formation professionnelle pour adultes. La mise à jour de ces phénomènes de convergences et divergences nous permet alors d’étudier comment parviennent ou non à s’accorder l’offre et la demande de formation lorsqu’elles entrent en relationThis research questions the implementation of ambitions, adults in vocational training. We propose to understand how voluntary approaches develop and concretise to alter the course of personal trajectories, in contact with an institution. The starting point of this research lies in the question of projects, professional at first, that appear to reveal identity construction process. We propose a sociological study of ambitions, to understand the structure, conduct and interaction effects between the training system and its publics. On both sides, the training is a mean to respond to several issues that go beyond the learning achieved. We want to understand how these separate issues are linked and worked in a joint manner. Observed in its realization, ambition reveals social dynamics, produced by the current paths and explaining the expected orientation of the biographical construction. The analysis of ambitions shows how convergence between individual judgment and the adults vocational training program’s modus operandi. The demonstration of these phenomena and differences allows us to study how supply and demand for adults training manage to grant together or not, when they come in contact
48
Nur, Ali. "The Identity Formation of Descendants of Eritrean Immigrants in Sweden." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22956.
Full textAbstract:
The topic of this thesis is the identity formation of descendants of Eritrean immigrants in Sweden. The aim of this research was to understand how descendants of Eritrean immigrants have adapted to the Swedish society and how this has contributed to who they are and what this means for their future based on the process of social identity theory. The research sought to answer the following questions (1) How descendants of Eritrean immigrants identify themselves, and (2) How they negotiate their Swedish and Eritrean identity by interviewing six interviewees. A qualitative approach was used in this study, and data were analyzed using social identity theory. The result of the study was that descendant immigrant identified with Swedish and Eritrean cultures. They also categorized themselves based on culture, language, and religion. Therefore, language, ethnicity, culture, and religion constitute identity formation of the descendants of Eritrean immigrants in Sweden.
49
Burton, Robert Edward. "A passion to exist : cultural entrepreneurship and the search for authenticity in Cornwall." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269833.
Full text
50
Mpondi, Douglas. "Educational change and cultural politics national identity-formation in Zimbabwe /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1088187882.
Full text