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Dissertations / Theses on the topic 'Identity transitions'
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Birkett, Holly. "Identity transitions : towards a critical realist theory of identity." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/44047/.
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This thesis explores the relationship between paid employment and individual identity. It aims to understand how paid employment impacts identity. In order to do so, the thesis focuses on work transitions; times when people relinquish one working identity and potentially acquire other forms of identity. As such, these transitions are also viewed as identity transitions. The thesis is split into two major sections. First, there is a review of the current Organization Studies literature on individual identity, which provides a critique of the current dominant perspectives on identity: Social Identity Theory, which focuses on group membership and role identification; narrative approaches to identity, which focus on reflexive processes and the agency involved in developing a coherent story of self during times of change; and, finally, discursive theories of identity which focus on the dominant discourses in society and their role in creating individual identity. Each of these approaches is discussed, their strengths are highlighted and their weaknesses explained. This critical review of the literature leads me to conclude that the current literature on identity has a tendency to under-theorize and under-explain the role of social structure, and capital resources in particular, on identity over time. This is a problem as it means that the current explanations we have for working identity and identity transitions exaggerate agency, the role of group membership or cultural discourses and, therefore, only offer a partial explanation of identity transitions. This research aims to demonstrate the crucial role of capital resources (Bourdieu: 1986) in identity transitions, thus highlighting the role of social structures. Secondly, the research examines the relationship between structure, agency and discourse in identity transitions by exploring the interaction between capital resources, narratives and reflexivity and discourse during two different identity transitions. The thesis therefore makes a number of contributions to knowledge. Firstly, it clearly critiques the current literature on identity and identity transition. Secondly, it identifies and examines the missing link in the current literature in terms of a systematic conceptualization of the role of social structure, using Bourdieu‘s concept of capital resources. Thirdly, the thesis begins to develop a new approach to identity which incorporates social structure and theorizes the relationship between social structure, agency and discourse in identity development. This approach is informed by Margaret Archer‘s morphogenetic approach (1995) and Bourdieu‘s (1986) concept of capital resources. The final substantive contribution this thesis offers is an empirical one. The thesis presents rich empirical data about two very different work transitions, retirement and downshifting, which see the respondents undergoing different forms of identity transition. This empirical data particularly adds to the literature in the downshifting case by exploring an under-researched transition. The thesis is also novel in that it explores career transitions from an identity perspective and offers extensive qualitative data on individual work and identity transitions. Finally, the empirical chapters of this thesis allow me to examine the utility of the approach to identity transitions, which I develop in this thesis, which explicitly recognizes the role of social structures. Thus, the empirical data helps to refine this approach for use in future research on identity transitions.
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Sargent, Leisa D. "Identity, its maintenance during downward organisational role transitions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0021/NQ53790.pdf.
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Ray, Dusty. "Rural occupational transitions: transportation, identity, and new geographies." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/38190.
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Master of ArtsDepartment of Sociology, Anthropology, and Social Work
Laszlo Kulcsar
Commercial trucking by its nature is a transient occupation, and those involved with commercial trucking can find themselves on the road and away from their homes for extended periods of time. Given the occupation’s transitory nature, why have some commercial drivers chosen to call rural America home when any place near a highway should suffice? Through the use of semi-structured interviews, this thesis attempts to explore whether rural truck drivers have any historical or geographical ties to the rural areas that they have chosen to live in. Using qualitative interview approach this thesis endeavored to find whether there are connections to the loss of agricultural or rural manufacturing jobs in a rural driver’s community and their decision to enter the occupation of trucking. In this way this thesis has attempted to discern to what extent structural changes in the rural economy over the last 40 years, may have played a role in a person’s decision to enter the occupation of trucking. This thesis has also attempted to elicit a phenomenological understanding of how they rural truck drivers understand themselves in relation to the larger American society through the work they perform.
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Van, Aswegen Laureen. "Power, Privilege and Identity at the Margins : Identity Work Transitions of Lower Echelon Managers." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/75480.
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This study explores the hitherto unexamined role of national, cultural, societal and historical dynamics of power and privilege in the identity work of the lowest level of managers in organisations. This study revealed that so-called ‘post-apartheid’ South African organisations remain sites for perpetuating social injustice through physical vestiges of segregation as well as complex societal-organisational interdiscursive practices that serve to maintain an unequal distribution of power, social oppression and exclusion. Within this context, first level managers expressed their managerialism variously through contested and coercive agentic strategies of power and resistance, while finding themselves implicated and relationally complicit in invidious discursive practices, veiled as post-apartheid speak. Their social location at the ‘power margin’ between management and working classes educed a constant contested process of identity substitution, as they redefined themselves in the face of the loss and gain of socio-political power and privilege. This research contributes to and extends theory on identity work, intersectionality theory and whiteness in management and organisation studies to beyond the boundaries of the organisation, showing that the first level managers’ antipodal constructions of self were responses to the impact of organisational, societal and national political transformations on their variously politicised managerial selves. A particular strength of this study is that it integrates constructivist grounded theory with narrative inquiry and critical discourse analysis in a way that privileges the experiences of the participants through their stories about being first level managers in post-apartheid South Africa, while revealing a richly textured theoretical construction of identity work at the margins in the context of significant societal and political change. Ultimately, it is hoped that this study will contribute towards improving working lives in organisations by drawing attention to the everyday struggles of those managers at the lowest level of the management hierarchy in organisations, those at the margins of managerial power, for whom expression of their managerialism and acceptance of their authority as managers is a tenuous process, constantly contested within an organisational context where political power and societal privilege remain dominant mechanisms for influencing organisational behaviour. In so doing this research helps South African organisations to better understand the complex challenges of achieving transformation in the workplace.Thesis (PhD)--University of Pretoria, 2020.
Human Resource Management
PhD
Unrestricted
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Coward, Fiona Susan. "Transitions, change and identity : the Middle and Upper Palaeolithic of Vasco-Cantabrian Spain." Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414598.
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Tan, Alexander Marcus Lee. "British Chinese youth transitions : cultural identity and youth formations in Newcastle upon Tyne." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2110.
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Research with British Chinese young people has tended to focus on experiences of racism, the influence of catering, and more recently educational attainment. Focusing on young Chinese people growing up in Newcastle upon Tyne, North East England, this thesis brings these areas of scholarship into conversation in order to explore the youth transitions, cultural identities and everyday experiences of British Chinese youth. A key argument of this thesis is that integrating understandings of youth transitions with the everyday experiences of Chinese youth provides a critical contribution to the field. It not only expands the transitions debate that has centred primarily on white working class youth, but specifically enables a more holistic portrait of British Chinese youth to emerge. This study draws upon qualitative interviews with twenty four British born Chinese young people. The project is aimed at those aged 16-25 years. Four key influences on transition are explored: family and home; language and identity; education and aspirations; and leisure lifestyles. Home relations reveal many participants are expected to assist their families in catering work and therefore face a range of responsibilities whilst growing up, from supporting family businesses to caring for younger siblings. An analysis of language demonstrates many participants are actually ambivalent and lack confidence when it comes to Chinese linguistic competency. Nevertheless participants played significant roles as mediators, assisting their parents through English. In the education arena high levels of attainment at school and university reflect strong personal motivations to succeed, a desire to meet parental demands and an awareness of the sacrifices their parents had made to provide them with such opportunities. In their leisure time, British Chinese young people tended to engage with a broadly defined ‘ sian’ culture through global media including television, the internet and music. However, these experiences are found to be shaped by gender, young people’s life-course positioning and broader educational commitments. Overall, by exploring the role of family, language, education and leisure, this thesis offers a rich series of insights into the cultural identities and youth formations of British Chinese young people in Newcastle upon Tyne.
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Ang, Tyson. "The Impact of Role Identity Transitions and Coping Functions on Customer Citizenship Behavior." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1052.
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Despite numerous research studies on the antecedents of customer citizenship behavior (CCB; activities that customers voluntarily perform to help the firm and other customers, customers' role identity transitions remain unexplored as a possible antecedent in services marketing research. Previous research in customer co-production has shown that CCB increases service quality, customer satisfaction, and customer loyalty. Therefore, understanding why some customers may perform higher levels of CCB than others is important. Using role salience theory, this dissertation contributes to the CCB literature by investigating the influence of customers' role identity transitions (i.e., gaining role identities vs. losing role identities) on CCB. Furthermore, it attempts to explain these effects by examining two mediating processes. First, increased life stress is proposed as a consequence of customers’ role identity transitions. Second, drawing from psychological stress and coping theory, it is proposed that customers employ distinct coping functions (i.e., problem-focused vs. emotion-focused coping) to reduce the effect of life stress they experienced. Lastly, this dissertation predicts that CCB is a way for customers to cope with their life stress. Using structural equation modeling, this dissertation provides support for the proposition that customers who experience role identity transitions are more likely to perform CCB than customers who do not. The results also support the proposition that customers who experience role identity transitions tend to have increased life stress and that customers who lose their role identities tend to have more life stress than those who gain role identities. Contrary to the proposition, customers were found to use emotion-focused coping rather than problem-focused coping when faced with both types of role identity transitions. As predicted, CCB is shown as a way for customers to cope with life stress resulting from role identity transitions.
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Kutzer, Roxanne. "Maternal and professional identity change during the transition to motherhood." Thesis, Cranfield University, 2013. http://dspace.lib.cranfield.ac.uk/handle/1826/8064.
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Becoming a mother derails many women’s chances for career progression. One reason for this is that women leave organisations when they become mothers, or reduce their working hours. Another reason is that people within the organisation start to view them as less career-orientated as a result of being mothers. At the core of this issue is that who a woman is – her identity – is being redefined in the transition to motherhood, by herself and by those around her. But, little is known about how her professional identity develops during the transition to motherhood, or whether its development is related to her growing maternal identity. This paper, therefore, presents a systematic review of the literature concerning changes in maternal and professional identities, as well as the relationship between them. Based on the evidence, this review concludes that although the development of maternal identity has been well documented in the literature, little is known about how a woman’s professional identity develops, as she becomes a mother. Suggestions for further research and practice are discussed.
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van, Taack William. "Socioeconomic risk and the class-basis of reasoning during market transitions." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:bf708266-82bc-4dce-bee3-b8c6234a412f.
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This dissertation investigates the nature by which social class membership and identity figure in judgements of transition institutions for the citizens of post-communist Central and Eastern Europe. Using a unique dataset and a series of novel conceptual frameworks, it argues that social class is, in effect, an operationalisation of socioeconomic risk and vulnerability-a premise from which several important implications derive. Drawing on social identity theory, it presents and tests a model of self-conceptualisation, grounded in the belief that individuals variously identify with their social classes, depending on their perceptions of shared socioeconomic risk. From this, it follows that strong identifiers should derive more relevant information about the emerging market system from class-level economic experiences, and therefore accord these cues greater weight in judgements about transition institutions. Beyond testing this theory of interpersonal variation, it invokes signal detection theory from cognitive psychology to determine whether cross-group differences in economic vulnerability are responsible for observed class differentials in reliance on class-based economic cues. It then takes a wider view of class-based economic cognition by considering how the process of transition, itself, influenced the evaluative calculus of post-communist citizens. Building on cognitive mobilisation theory in political science, it is posited that on-going exposure to the prevailing economic system endows these citizens with the ability to link their class-level economic experiences to the effects of the market mechanism. The analysis largely supports the constituent hypotheses, as well as the larger notion that perceptions of shared socioeconomic risk led social class experiences to figure prominently in the minds of post-communist citizens.
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Chamberlain, Daniel Luke. "Emerging Adulthood and Reflexive Modernity: Defining an Adult Identity in Early 21st Century Australia." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365721.
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Defining adulthood in contemporary Australian society has become an increasingly difficult task over the past few decades, particularly since the new millennium. This thesis argues that young people in contemporary Australia form their own definition of what it means to be an adult, using individualised measures of success which reflect the social, cultural and economic conditions of young people. The thesis uses the concept of emerging adulthood which posits the existence of an extended period of identity formation after the age of 18. The thesis argues that the characterizations of emerging adults are better able to frame the structural, social and cultural shifts in conceptions of adulthood that have occurred in the last 40 years, than the frameworks from the sociology of youth and the transitions theory. The thesis uses the ‘social generation’ framework to position young people within contemporary Australian society, and incorporates ‘emerging adulthood’ as a thick description of the conditions that shape the period of life during the late teens and early to mid twenties. 21 respondents were interviewed for this project, using a novel research method that mixed qualitative and social network techniques. The interviews focused on three aspects of emerging adulthood: the ways in which the respondents used their time, the managing of their personal communities, and their conceptions of adulthood, including their self-identification of adult status. The thesis found that the respondents’ work and study obligations constrained the ways in which they could spend their time, particularly when the activity would have required a substantial investment of time.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities
Arts, Education and Law
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Hingley-Jones, Helen. "'Trying transitions' : researching the identity development of severely learning disabled adolescents : a psychosocial, observational study." Thesis, University of East London, 2008. http://eprints.mdx.ac.uk/15298/.
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At the heart of this project is the wish to forge a better understanding of the lives and subjective experiences of severely learning disabled people in adolescence. The thesis adopts an approach that starts with the subjective, lived experience of the young people and the study explores the social and emotional worlds which the young people inhabit. This takes shape as a psychosocial investigation of identity development in the young people concerned with the study. Observation, informed by psychoanalytic theory and practice, is the chosen methodology. The observer reflexively explores the relationships and emotions involved in the everyday lives of the young people concerned, within the social context of their families, enabling themes to emerge from which case studies are constructed. Relational maps are formed for each young person by bringing together the idea of ‘becoming a subject’ with the unconscious defensive structures employed by parents in stressful caring situations. These are considered in relation to broader social factors: social class, culture and ethnicity. Implications of the findings for policy and practice are described, highlighting technical and attitudinal issues. Relationship based practice and networking skills are indicated, to emphasise the nexus of care which is required by each young person and their family. This ensures that the stressful aspects of dependency are acknowledged rather than denied within contemporary discourse which idealises independence. Finally, infant observation methodology as both research tool and as an aid to practice is thought about; its important contribution in helping to uncover the subjective experience of other vulnerable and ‘hard to reach’ groups stated.
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Baird, George James. "Identity Work for "Boomer" Professionals: Career Transition in the Restructured Economy." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/sociology_diss/46.
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I conducted a qualitative study, interviewing thirty-three workers from the baby-boomer generation, with an objective of examining the intersection of aging and economic restructuring for boomer professionals. Participants’ careers had been impacted by the restructured economy at a point after they reached the age of forty. I applied an identity theory framework that emphasized meanings associated with growing older in the workforce, changes in the economy, self-meanings, and behavior in the restructured workplace. My focus also included process and questions of structure and agency. I used grounded theory methods to provide theory that explains the experience of transitioning from an existing work role as a downsized worker seeking a new job, entering selfemployment, or pursuing a reinvention of one’s career. I examine the transition process, the effects of structure, the formation and maintenance of identity in the transition role, and the factors that impact transition outcomes. I propose a theoretical argument that provides a comprehensive framework for the transition process. I establish transition as a relatively new and legitimate role for today’s worker, identify hegemonic structure as being particularly influential in the development of transition role identities, conceptualize personal resources—specifically self-esteem, selfefficacy, and authenticity—as key aspects of maintaining identity during transition, and investigate worker attributes that relate to transition outcomes. I assess career outcomes in terms of how successfully the transition role is negotiated and identify characteristics that comprise successful and unsuccessful transitions. I then discuss the implications of unabated economic restructuring for boomer professionals and, more broadly, for the future of the U.S. economy.
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Bangali, Marcelline. "Pratiques de conseil en orientation professionnelle et transformation des formes d'anticipation de soi face à une situation de transition : le cas des jeunes docteurs en reconversion vers le privé." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2011. http://tel.archives-ouvertes.fr/tel-00598546.
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L'étude conduite à l'occasion de cette thèse porte sur l'analyse des processus de transformations identitaires observables à l'occasion des interactions de conseil en orientation professionnelle. Elle s'intéresse aux stratégies d'insertion des jeunes docteurs en dehors de la recherche publique qui constitue généralement pour la majorité d'entre eux, un point d'ancrage majeur de leurs anticipations. L'objet est de repérer certaines figures de remaniements identitaires qui paraissent aller de pair avec une reconversion réussie vers le secteur privé et de formuler quelques hypothèses explicatives relatives aux processus et facteurs en jeu. Cette recherche (conduite au sein de l'association Bernard Grégory) s'appuie sur le modèle de la subjectivité individuelle, conçue comme un système dynamique de formes identitaires subjectives (Guichard, 2004). Certaines formes de ce système représentent les anticipations de soi qui peuvent jouer un rôle majeur dans le sens que l'individu donne à son existence à un moment donné. Deux formes de réflexivité en tension sont au principe du développement de ces anticipations : l'une (la réflexivité duelle) vise une stabilisation de soi dans un modèle désiré, alors que l'autre (la réflexivité trinitaire) pousse à une mise en perspective des expériences passées et présentes. C'est cette seconde forme de réflexivité que l'intervention de conseil développée dans cette étude vise à observer. La description de cas concrets de jeunes docteurs montre l'impact des processus de réflexivité dialogique sur la manière dont ces derniers renoncent progressivement à l'ancrage académique de leurs anticipations professionnelles, pour développer de nouveaux modes d'interpréter et de mise en perspectives futures de l'expérience doctorale
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Lecerf, Dominique. "S'extraire d'une identité de groupe à fort ascendant pour réussir sa transition professionnelle : le cas de la reconversion des militaires." Thesis, Montpellier, 2020. http://www.theses.fr/2020MONTD010.
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La transition professionnelle qui bouscule l’identité du partant, parfois brutalement, suscite chez lui des postures d’évitement et de déni, en guise de protection. Le cas de la reconversion des militaires invite à étudier l’intérêt d’élargir les dispositifs techniques d’accompagnement à la généralisation de la mise en œuvre d’un volet de médiation identitaire. Cette disposition est destinée à faciliter la transformation de l’identité personnelle polarisée par un lien socioprofessionnel puissant. La réflexion théorique mobilise les concepts d’identité et de crise, la notion de spécificité militaire, et les stratégies d’ajustement au cœur desquelles les notions de mythe et de rôle prennent part au processus de personnalisation par le sens et par l’action. Dans cette combinaison, une régulation identitaire pressante de la part de l’environnement socioprofessionnel peut amputer une partie du travail identitaire individuel nécessaire aux ajustements en transition professionnelle pour sécuriser une nouvelle trajectoire professionnelle. A travers une démarche constructiviste nous adoptons une approche résolument GRH en conduisant une étude empirique qualitative qui a mobilisé 62 entretiens de militaires en partance, d’anciens militaires et d’experts de la reconversion. Dans cette recherche intervention structurée autour d’un raisonnement par abduction, nous montrons l’intérêt d’un travail synergique entre disciplines scientifiques pour consolider la gestion d’une transition professionnelle depuis un environnement à forte culture métier par la réussite de la transition identitaire individuelleThe occupational transition which impacts, sometimes brutally, the identity of the individual, stimulates strategies of protection by avoidance and denial. The case of the reconversion of the military invites us to study the interest of extending the technical devices of support during the professional transitions, to the generalization of the implementation of an identity mediation component. This provision is intended to facilitate the transformation of a personal identity polarized by powerful socio-professional links. Theoretical reflection mobilizes the concepts of identity and crisis, the notion of military specificity and the adjustment strategies at the heart of which the notions of myth and role take part in the process of personalization by meaning and action. In this context, pressing identity regulation on the part of the socio-professional environment can amputate some of the individual identity work necessary for adjustments in professional transition to secure a new career path. Through a constructivist approach we adopt a resolutely HRM posture by conducting a qualitative empirical study that mobilized 62 interviews of soldiers about to leave the army, former military personnel and experts in conversion. In this intervention research, structured by abduction, we show the interest of a synergistic work from different scientific disciplines to consolidate the management of a professional transition from an environment with strong business culture to a successful individual identity transition
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Sergnese, Elio Carleton University Dissertation Sociology and Anthropology. ""Images" in vogue: the transitions and identity changes of former street youth re-entering mainstream society." Ottawa, 1995.
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Carlson, Daniel L. "WELL, WHAT DID YOU EXPECT?: FAMILY TRANSITIONS, LIFE COURSE EXPECTATIONS, AND MENTAL HEALTH." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281550638.
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Gewirtz, Christopher Aaron. "Twelve Tales of Engineering in the "Real World:" Narratives of Newcomers' Agency in Transitions to Engineering Work." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104897.
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Reports that call for change in engineering education date back to the Mann report (1918), but more recent reports like "The Engineer of 2020" (NAE, 2004), and "Lean Engineering Education," (Flumerfelt et al., 2015) describe the need for engineers who are creative leaders, who have sustainability and ethics skills. Two narrative threads emerge from these reports: that engineering education does not adequately prepare engineers with the skills needed for industry, and that preparation for industry is imperative in order to address problems in society. However, these threads conflict with research from engineering education, science and technology studies, and higher education. There may not be a gap between school and work (Modestino, Shoag and Balance, 2016), and if there is one, it might be a socio-cultural gap that is unreasonable for universities to accept the full responsibility of narrowing. More problematic is that establishing "preparation-for-work" as the purpose for education threatens the goal of preparing students for life outside of work and does not necessarily prepare them to act towards benefit for society.
The goal of this study was to critique these narratives using narratives of newcomer engineers' lived experiences. I had two research questions: 1) Who are new engineers asked to be at work? 2) Who do new engineers choose to be in response? I answered these by constructing and analyzing narratives of 12 newcomer engineers, based on interviews collected as part of the Capstone to Work study (Paretti et al., 2021). Using the figured worlds framework of identity development (Holland et al., 1998), I investigated the structures of work, which constrained who newcomers could become, and newcomers' agency, which they used to improvise identities within those constraints.
The structures of engineering work that I examined required newcomers to acclimate to ongoing practices at their companies, which did not conform to newcomers' expectations of creative engineering work. Newcomers were objectified: their value and identity was often defined in terms of how much money they made for their company. They were alienated: their engineering problems were rarely defined in terms of their societal impact. The faced sexism: they were denied respectable identities based on gender. In response, some newcomers sought the identity of "asset" for their companies. Other newcomers sought new jobs that would give them opportunities for creativity, growth or societal benefit. And some newcomers worked to create opportunities at their jobs to be who they wanted: leaders, engineers working for environmental benefit, whole persons outside and inside of work.
The results of this study suggest limitations of preparation narratives: They do not account for objectification, alienation, and sexism that newcomers face. Engineers also may unfortunately be prepared with stereotypes that do not match the realities of engineering work. This study suggests that we need to educate engineers in a way that recognizes them as human and prepares them for these realities. It also shows us that socio-technical change requires change at the structural level and cannot be limited to changes in education.Doctor of Philosophy
Reports like "The Engineer of 2020", and "Lean Engineering Education," describe the need for engineers who are creative leaders, and who have sustainability and ethics skills. Engineering education researchers and practitioners use these preparation narratives to justify their funding to grant-awarding institutions, to develop research agendas, and to align their education efforts with these national calls. Two threads emerge from typical preparation narratives: that engineering education does not adequately prepare engineers with the skills needed for industry, and that preparation for industry is necessary for engineering to address societal problems. These, however, conflict with research from engineering education, science and technology studies, and higher education. If there is a gap between school and work, it might be a socio-cultural gap that is unreasonable for universities to accept the full responsibility of narrowing. More problematic is that establishing "preparation-for-work" as the primary purpose of education threatens the goal of preparing students for life outside of work and does not necessarily prepare them to act towards benefit for society. This study critiques these narratives by referring to newcomer engineers' lived experiences and identity development. I had two research questions: 1) Who are new engineers asked to be at work? 2) Who do new engineers choose to be in response? I answered these by constructing and analyzing narratives of 12 newcomer engineers, based on interviews collected as part of the Capstone to Work study. Using the figured worlds framework of identity development, I investigated the structures of work, which constrained who newcomers could become, and newcomers' agency in becoming different kinds of engineers within those constraints. Newcomers were generally required to acclimate to ongoing practices at their companies, which did not conform to their expectations of creative engineering work. Newcomers were objectified: their value and identity was often defined in terms of how much money they made for their company. They were alienated: their engineering problems were rarely defined in terms of their societal impact. The faced sexism: they were denied respectable identities based on gender. In response, some newcomers sought the identity of "asset" for their companies. Other newcomers sought new jobs that would give them opportunities for creativity, growth or societal benefit. And some newcomers worked to create opportunities at their jobs to be who they wanted. The results of this study suggest limitations of preparation narratives: they do not account for objectification, alienation, and sexism that newcomers face. Engineers also may unfortunately be prepared with stereotypes that do not match the realities of engineering work. Engineers should be educated in a way that recognizes them as human and prepares them for the realities of work. The study also confirms that efforts for socio-technical change cannot be limited to educational changes, because of structural constraints.
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Ilhan, Akgün. "Social movements in sustainability transitions. Identity, social learning and power in the spanish and turkish water domains." Doctoral thesis, Universitat Autònoma de Barcelona, 2009. http://hdl.handle.net/10803/5817.
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Kennedy, Anne K. "An Examination of Student Athletic Identity and Coping with Non-Normative Transitions Out of Their Athletic Lifespan." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618231091347248.
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Davis, Joe Edd. "Examining Career Transitions during Mid-Adulthood through the Lens of Bioecological and Microdevelopmental Research." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12115/.
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Using hierarchical multiple linear regression, this study examined the predictive relationship between micro-career transitions and career related outcomes and how those relationships were moderated by equilibration style. Participants (n = 177) answered an online survey which included a variety of measures for control, predictor, moderator, and outcome criterion (i.e., demographic descriptors, Instrumentality, Openness, Job Insecurity, Social Support Satisfaction, Microtransitions, Equilibration Style, Job Satisfaction, Job Burnout, Life Dissatisfaction, and Career Optimism). Research questions addressed the nature of micro-career transitions (e.g., frequencies, average stress ratings, category types), their predictive relationship with job and career outcomes, and the moderating role of Identity Styles on that relationship. Micro-career transitions were described according to responses for the research sample (n = 638). Significant effects were discovered between microtransitions and career outcomes (p < .05 and .01). Equilibration styles were also established as having a moderating effect on the predictive relationship between microtransitions and career outcomes (p < .05 and .01). Interaction terms were decomposed to examine the direction of significant moderating effects. In all cases where interaction terms were significant, moderators enhanced the negative predictive relationship between microtransitions and career outcomes.
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Moore, Alison Jane. "Young and old in Roman Britain : aspects of age identity and life-course transitions in regional burial practice." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/360559/.
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Seeger-diNovi, Brunhild Brigitte. "Eastern European Immigrant Youth Identity Formation and Adaptation in an Urban University Context." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/145949.
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SociologyPh.D.
This study examines the childhood emigration, cultural and linguistic transitions and adaptation pathways of Eastern European immigrant students on an urban university campus. Although Eastern Europeans and immigrant children represent a substantial segment of the immigrant population in the U.S. they are understudied groups. After the collapse of the Soviet Union large numbers of migrants emigrated from the former Soviet Republics, but less is known about their experiences compared to other immigrant groups. Immigrant children have historically come to the U.S. since its inception but compared to the adult experience their status has been rendered ambiguous and their experiences marginalized to such an extent that they have largely been invisible in the literature. Commonly children are referred to as "children of immigrants" rather than assigned their own category of "immigrant children." While it is generally acknowledged that primary socialization of children influence their secondary socialization, the influences of child migrants' inculcation in the first culture, migration, acculturation and integration experiences with associated emotions have not been sufficiently considered. There is a general assumption in much of the immigrant scholarships that the cultural influences of the first country on child migrants are essentially negated by the acculturation process in the U.S., and this conjecture leads scholars to construct various generational categories that collapse immigrant children with the second generation native-born youth in their analysis thereby potentially skewing or obscuring critical outcome information. Since immigrant children's voices have largely been missing in the research process, through 34 in-depth interviews with Eastern European immigrant college students, we examined the extent to which the child migrants experienced the migration dislocation and incorporation as well as the possible lasting consequences in their adaptation pathways, self-identifications, social interaction, and standpoints on societal issues associated with emotional acculturation. Collectively, the Russian and Ukrainian immigrant students' narratives about their college experience indicated that they were meeting with success academically, were focused on individual goals, expressed appreciation for diversity, and were integrated into the social and professional organization on the university campus. However, most of the participants who emigrated during childhood reported that they had difficult or traumatic migration transitions in their first U.S. schools and neighborhoods, and often they recounted emotionally the memories of these profound events associated with their acculturation during the interviews. As a group, the Eastern European students expressed that both positive and negative immigration and transitional experiences, perspectives gained from the shared struggle with their parents, openness to diversity, achievement orientation, and work ethic are some of the differentiating characteristics that set them apart from their native-born American siblings, and the second-generation Russian and Ukrainian children of immigrants. Most of the Russian and Ukrainian immigrant students on campus socialized with other immigrants of diverse backgrounds, mainstream American students, least often with co-ethnics and rarely with second-generation co-ethnics or native minorities. When we conceptualize the social interaction boundary to include all immigrants, then the participants in this study may be considered "immigrant in-groupers" following in a modified form some of the findings of Grasmuck and Kim (2010) that investigated the social mixing patterns of four ethno-racial groups on the same campus. Although most of the participants had reported overall positive high school experiences, those who contended with social development issues, understanding the American culture, and the English language on the campus disproportionately represented those who had reported overall traumatic childhood integrations. As a group they embraced the ideology of meritocracy, and those who had reported traumatic childhood acculturation experiences more often adhered to the standpoint that white people were not more privileged and that equal opportunity exists for all. When we considered identity formation we found substantial complexity in the Eastern European immigrant students' self-identifications with a tendency to resist labels. Salient non ethnic (cosmopolitan/global/role) identity claims, hybrid or multi layered ethnic self-identifications that included salient non ethnic components emerged from their narratives. None of the participants identified solely as "American" but included it or referred to degree of "Americanization" as an element in their self-identification. The totality of the dominant patterns that emerged from the Eastern European immigrant students' narratives lend support for the standpoint that in research concerning outcomes for immigrant children, methodologies are warranted that take into account age at arrival, developmental stages, engendered emotions during childhood acculturation, and the standpoint of the foreign-born children. Concomitantly, the model of segmented assimilation does not theorize the potential impact of emotions on school age children who negotiate divergent peer contexts of reception without their parents. This investigation indicates that children's reaction to the nature of their acculturation may be manifested differentially when considering social psychological adjustment, adaptation, and mobility, and that the emotional legacy of childhood migration experiences ought to be considered at least equal to structural features such as governmental policies toward them, the composition of their enclaves, and labor market conditions.
Temple University--Theses
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Gilmore, Orla. "Leaving competitive sport : Scottish female athletes' experiences of sport career transitions." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/496.
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Over the last three decades, the sports research community has demonstrated a growing interest in the process of sport retirement. The majority of the sport retirement research has focused on male professional athletes, traditionally those in the popular spectator sports. Yet, the process of leaving sport applies to thousands of individuals, both male and female, who engage in competitive sport. To date very little consideration has been given to the retirement experiences of female athletes. Three separate studies have been undertaken to address this identified gap in the literature. Studies One and Two aimed to explore the experiences of sport retirement for elite female athletes in Scotland, using a mixture of quantitative and qualitative methodologies. In Study One questionnaire data was collected from 92 former Scottish elite female athletes. Questionnaire sections were designed to examine what were felt to be the major elements of the Taylor and Ogilvie (1994; 2001) conceptual model of adaptation to retirement from sport, in order to explore the applicability of this model to female athletes in Scotland. The results of the study provide support for the use of this model to assist in our understanding of the retirement transition. The findings highlighted the importance of athletic identity, reason for retirement, and perceptions of control in predicting the level of difficulty and adjustment that an athlete may experience upon their retirement. The most significant finding was the effect that athletic identity had on the retirement process, with those identifying strongly with the athletic role reporting significantly higher levels of difficulty, emotional adjustment, and social adjustment. 29 of these athletes participated in an in-depth interview within Study Two, enabling a more in-depth analysis of their retirement experiences. In this study particular attention was paid to the effect of athletic identity on this transition. In support of the findings of Study One, athletes with a strong and exclusive athletic identity were found to be more likely to experience difficulties when they retire. In comparison, athletes with lower levels of athletic identity generally experience some mild negative emotions after initially retiring, followed by a relatively smooth transition into their life after sport. The second part of this thesis examines formal programmes available to support female athletic retirement in Scotland. Study Three provides an evaluation of the Performance Lifestyle programme offered by the Scottish Institute of Sport, focusing in particular on the services related to preparation for life after sport. The perspectives of a number of different groups with an interest or involvement in the programme were examined and comparisons made with the delivery of Performance Lifestyle to other athlete groups in Great Britain. The results show that Performance Lifestyle is a very valuable source of support for athletes who are part of the Institute Network. The programme does deal with the issue of the end of the career, but it is definitely a weaker aspect, largely due to lack of resources. Performance Lifestyle in Scotland compares favourably with programmes offered by the Institute Network in England and by Welsh Rugby. However other professional sports are currently offering superior programmes due to higher levels of investment and resources.
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Monda, Samantha J. "Smooth transitions the role of athletic identity and life stress in the freshman student-athlete and non-athlete adjustment process /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5738.
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Thesis (M.S.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains vii, 128 p. : col. ill. Includes abstract. Includes bibliographical references.
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Baird, George James. "Identify Work for "Boomer" Professionals: Career Transition in the Restructured Economy." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/sociology_diss/46.
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I conducted a qualitative study, interviewing thirty-three workers from the baby-boomer generation, with an objective of examining the intersection of aging and economic restructuring for boomer professionals. Participants’ careers had been impacted by the restructured economy at a point after they reached the age of forty. I applied an identity theory framework that emphasized meanings associated with growing older in the workforce, changes in the economy, self-meanings, and behavior in the restructured workplace. My focus also included process and questions of structure and agency. I used grounded theory methods to provide theory that explains the experience of transitioning from an existing work role as a downsized worker seeking a new job, entering selfemployment, or pursuing a reinvention of one’s career. I examine the transition process, the effects of structure, the formation and maintenance of identity in the transition role, and the factors that impact transition outcomes. I propose a theoretical argument that provides a comprehensive framework for the transition process. I establish transition as a relatively new and legitimate role for today’s worker, identify hegemonic structure as being particularly influential in the development of transition role identities, conceptualize personal resources—specifically self-esteem, selfefficacy, and authenticity—as key aspects of maintaining identity during transition, and investigate worker attributes that relate to transition outcomes. I assess career outcomes in terms of how successfully the transition role is negotiated and identify characteristics that comprise successful and unsuccessful transitions. I then discuss the implications of unabated economic restructuring for boomer professionals and, more broadly, for the future of the U.S. economy.
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Hartwell, Marcia Byrom. "Perceptions of justice, identity, and political processes of forgiveness and revenge in early post-conflict transitions : case studies, Northern Ireland, Serbia, South Africa." Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:64cd9d6e-c557-4eb5-ac2e-cfaca04d7bf6.
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Segon, Michaël. "Sociologie d’une case à cocher : penser les (dé)limitations des possibles professionnels et compensatoires des anciens « étudiants handicapés » à travers l’analyse de leurs recours à la RQTH." Thesis, Montpellier 3, 2017. http://www.theses.fr/2017MON30097/document.
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Cette thèse sur publications s’intéresse aux transitions vers l’emploi des jeunes vivant avec des limitations de capacités qui, en ayant demandé et obtenu des aménagements pendant leurs études universitaires, ont été reconnus comme des « étudiants handicapés ». L’analyse sociologique porte sur les enjeux, durant cette période, du recours à la Reconnaissance de la Qualité de Travailleur Handicapé (RQTH) : que se passe-t-il quand il s’agit de choisir de cocher ou non cette « case » dans le « formulaire de demande(s) » de la Maison Départementale des Personnes Handicapées (MDPH) ? Cette recherche mobilise des données de diverses natures (exploitation secondaire d’une enquête statistique, récits d’insertion et enquête nationale ad-hoc) recueillies par étapes successives.Les formes de (non-)recours à la RQTH lors de ces transitions vers l’emploi nous ont semblé éclairer d’un jour nouveau les influences des politiques publiques de compensation du handicap sur les parcours et les subjectivités des individus. Il s’agissait de mener une sociologie de la « réception des politiques du handicap » (Revillard, 2017) et de comprendre les effets de celle-ci sur les « rapports à la vie professionnelle » (Longo, 2011). Comment les possibles professionnels » et les possibles compensatoires » s’articulent-ils ? À partir d’un raisonnement par idéaux-types, nous avons élaboré quatre profils de « navigateurs ». La métaphore nautique permet de représenter les individus face à leurs horizons professionnels.Nos résultats soutiennent d’abord l’idée d’un caractère inégalitaire des politiques publiques de compensation du handicap qui demandent des prérequis identitaires diversement distribués dans la population étudiée. Ensuite, on y décèle un paradoxe puisque les politiques semblent finalement avoir des « prises » plus significatives chez les individus qui ne s’y reconnaissent pas. Nous considérons qu’il y a là un décalage entre l’« esprit » des politiques du handicap et les conceptions du handicap entretenues par certains jeunes vivant avec des limitations de capacitésThis thesis is based on a collection of articles. The subject is about the transitions to employment of young people living with capacity limitations who, having applied for and obtained facilitations during their university studies, have been recognized as "students with disabilities". The sociological analysis focuses on the stakes, during this period, related to the use of the Recognition of the Quality of Handicapped Worker (RQTH): what happens when it comes to choosing whether or not to check this "box" in the "application form" of the Departmental House of Disabled Persons (MDPH)? This research mobilizes data of various kinds (secondary exploitation of a statistical survey, interviews and ad hoc national survey) collected in successive stages.The forms of (non-)use of the RQTH during these transitions to employment seem to offer a fresh perspective on the influences of disability compensation public policies on the trajectories and subjectivities of individuals. The aim was to conduct a "reception of disability policies" sociology (Revillard, 2017) and to understand its effects on the "relationships to working life" (Longo, 2011). How do the professional possibilities and compensatory possibilities articulate themselves? Based on ideal type reasoning, we developed four "navigator" profiles. We use the nautical metaphor to represent individuals in front of their professional perspectives.Our results, first of all, support the idea of the unequal nature of the public policies concerned with disability compensation, which require identity prerequisites that are diverse in the study population. Secondly, there is a paradox here, since policies ultimately seem to get more significant "grips" to individuals who do not recognize themselves in the latter. Finally, we consider that there is a mismatch between the intent of disability policies and the perceptions of disability held by some young people living with capacity limitations
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McComas, Sue Ellen. "Resisting and Reconciling a Virtual Age: Performing Identities and Negotiating Literacies in Shifting Mid-life Workspaces and Immersive Online Environments." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276897944.
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Ritchie, Ann. "Group Mentoring And The Professional Socialisation Of Graduate Librarians: A Programme Evaluation." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1016.
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The Group Mentoring Programme which is the subject of this evaluative research was developed and implemented under the auspices of the Australian Library and Information Association by the author and a colleague. The main aim of the Programme was to facilitate the transition of new graduates in librarianship into the profession. The objectives of the research were: (1) to conduct an impact evaluation of the Programme; (2) to explore and develop the conceptual and theoretical bases of mentoring; and (3) to identify sources of stress anticipated and experienced by new graduates in their transition into the profession. This evaluative research represents the first report in the research literature to date in which a group mentoring programme of this kind has been evaluated using a quasi-experimental research design. The population comprised all graduates in librarianship from the two Western Australian universities offering these courses in 1996. Subjects in the experimental group were self-selected, and the remainder of the population made up the comparison group. (This was divided into two groups - those who did not have a current mentor, and those who had a current mentor.) Data were collected by means of pre- and post-test questionnaires, and analysed by multiple regression analysis. The main outcome variable was measured by Hall's Professionalism Scale, a validated measuring instrument. Results indicated that the Group Mentoring Programme was effective in only one of the five domains of professionalism as measured by this scale (that is, in having a sense of 'calling' to the field). This suggested that a group mentoring programme, by itself, is not a sufficient strategy for new graduates to attain a professional identity. A four-stage model of mentoring as continuing professional development is suggested as a strategy for teaching professionalism in a more formal, structured way. Results also showed that career-development outcomes were significantly higher in the Group Mentoring participants than in the two comparison groups, indicating that group mentoring is an effective career development strategy in the first year of such a programme. The concept of mentoring is extended to include group mentoring, which incorporates the essential characteristics of mentoring; it is also suggested that group mentoring includes the potential for practising three forms of mentoring relationships: individual, peer and co-mentoring. Two broad areas for future research are suggested: longitudinal studies examining the outcomes of group mentoring, and studies extending the theoretical and conceptual bases of group mentoring.
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Woo, Victoria Choi Yue. "THRIVING IN TRANSITION: COGNITIVE, SOCIAL & BEHAVIORAL RESOURCES FOR TIMES OF CHANGE." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1427894465.
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Buguet, Julie. "Remaniements identitaires familiaux face à l'épreuve de mobilité internationale : le cas des conjoints d'expatriés." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2039.
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La trajectoire migratoire des conjoints d'expatriés se donne à voir dans son ensemble lors de l'expérience de mobilité internationale se traduisant par une rencontre interculturelle. Depuis les conditions de départ, en passant par les diverses modalités de confrontation, individuelles, collectives et culturelles avec le pays d'accueil, le conjoint d'expatrié, souvent considéré comme simple suiveur de l’expatrié professionnel, peut également se poser comme un véritable acteur, évoluant à l'intérieur d'une gamme d'opportunité et de contraintes définies par le contexte de migration. Dans une démarche méthodologique compréhensive, nous proposons un modèle intégratif de recherche, basé sur deux dimensions du processus acculturatif et identitaire : l’adaptation psychologique et l’adaptation socioculturelle. A ces aspects, s’ajoutent les enjeux interculturels d’identification à la culture d’origine et d’accueil, entre autres. Dans notre étude, les prédicteurs définis dans notre modèle apparaissent comme des ressources, psychologiques, interpersonnelles et culturelles, mobilisables facilitant l'adaptation des conjoints d'expatriés. Nous argumentons que les processus d'adaptation des conjoints en situation de migration temporaire sont largement facilités par la décision concertée du projet d'expatriation, ainsi que par l'identification à la culture du pays d'accueil. Les conjoints d'expatriés, en raison notamment de la nature du projet migratoire, adoptent cependant, en majorité, des stratégies identitaires privilégiant l'identification à leur culture d'origine. Cette étude met en avant les dynamiques interculturelles et les négociations identitaires possibles des conjoints d’expatriés français en prenant en compte les différents dynamismes adaptatifs et définit une base de compréhension du vécu de migration temporaire de ce groupe, permettant ainsi l’optimisation du bien-être psychologique et socioculturelle des familles envoyées en expatriationSpousal adjustment issues to host country are a major reason for expatriate assidûment failure and the main focus of our field study. By combining elements of Berry's conceptual framework for the analysis of acculturation attitudes with Ward and colleagues' theorising on cross-cultural adjustment of sojourners, our research examined, among other predictors, host-national and conational identification in relation to sociocultural and psychological adaptation of 96 expatriates spouses. This research highlights, through completed questionnaires and interviews, that our proposed integrative model of research is highly reliable to predict psychological and sociocultural adjustment. Results revealed two main effects. Considering the adaptation process, subjects with strong involvement in the decision making process of expatriation will experience a better psychological adaptation during cross-cultural transitions. In addition, those with a strong hostnational identification will largely experience a better socio-cultural adaptation during their assignment abroad. The effect of identity change is however limited as a large majority of subject chose the separation acculturation strategy, implying a weak identification to the host-national culture and a strong identification to the co-national culture. The investigation makes a useful contribution to theoretical developments in the study of acculturation of a specific group: the french expatriates spouses living abroad. Moreover, the study corroborates the validity and the empirical distinction of psychological and sociocultural adaptation, as acculturation strategies and the predictors of adjustment's domains in the vast and expending literature on acculturation and identity
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Roll, Kate Christopher. "Inventing the veteran, imagining the state : post-conflict reintegration and state consolidation in Timor-Leste, 1999-2002." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:04cf1693-38e7-4ea8-9625-f9fbd63ab539.
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Conventional post-conflict state-building models approach disarmament, demobilisation, and reintegration (DDR) programmes as a means for state actors to delegitimise non-state sources of power and centralise control over coercive power with the state. The programmes carry the promise of new lives for conflict actors and a new, modern and technocratic approach to the exercise of force; they are thus central to post-conflict transformation. However, this thesis calls into question the naturalisation of 'state' and 'conflict' actors in DDR models. Instead, it finds that DDR programmes create these categories and, in doing so, serve to mask and facilitate continuities in elite power. This thesis examines the case of Timor-Leste. In Timor-Leste, the country's new leaders - resistance actors cum state actors - have centralised legitimate power, while, at the same time, incorporated non-state, resistance-era networks and identities upon which their authority depends. The key technology through which this order has been established is a suite of reintegration programmes. In registering over a quarter of a million people and dispersing significant funds, this programme has emerged as a tool of governance. Again challenging the idea of a 'state' acting upon 'veterans', this thesis finds that these programmes constitute these identities. The act of defining non-state conflict actors who may no longer legitimately wield force also necessarily defines the category of state actors who may wield force. In asking what these programmes 'do,' this thesis rejects conventional readings of reintegration practices as security-driven or processes like registration as purely administrative challenges. As such, this study introduces a critical, new perspective on the political economy of post-conflict reintegration programmes. It supports its findings through a mixed methods approach, combining a robust, representative survey of over 220 former resistance members with ethnographic observation and 90 semi-structured elite interviews. This thesis is thus of relevance to those interested in DDR, conflict networks, and state-building.
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Ritchie, Ann. "Group Mentoring And The Professional Socialisation Of Graduate Librarians: A Programme Evaluation." Curtin University of Technology, School of Public Health, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9376.
Full textAbstract:
The Group Mentoring Programme which is the subject of this evaluative research was developed and implemented under the auspices of the Australian Library and Information Association by the author and a colleague. The main aim of the Programme was to facilitate the transition of new graduates in librarianship into the profession. The objectives of the research were: (1) to conduct an impact evaluation of the Programme; (2) to explore and develop the conceptual and theoretical bases of mentoring; and (3) to identify sources of stress anticipated and experienced by new graduates in their transition into the profession. This evaluative research represents the first report in the research literature to date in which a group mentoring programme of this kind has been evaluated using a quasi-experimental research design. The population comprised all graduates in librarianship from the two Western Australian universities offering these courses in 1996. Subjects in the experimental group were self-selected, and the remainder of the population made up the comparison group. (This was divided into two groups - those who did not have a current mentor, and those who had a current mentor.) Data were collected by means of pre- and post-test questionnaires, and analysed by multiple regression analysis. The main outcome variable was measured by Hall's Professionalism Scale, a validated measuring instrument. Results indicated that the Group Mentoring Programme was effective in only one of the five domains of professionalism as measured by this scale (that is, in having a sense of 'calling' to the field). This suggested that a group mentoring programme, by itself, is not a sufficient strategy for new graduates to attain a professional identity. A four-stage model of mentoring as continuing professional development is suggested as a strategy for teaching professionalism in a more formal, ++structured way. Results also showed that career-development outcomes were significantly higher in the Group Mentoring participants than in the two comparison groups, indicating that group mentoring is an effective career development strategy in the first year of such a programme. The concept of mentoring is extended to include group mentoring, which incorporates the essential characteristics of mentoring; it is also suggested that group mentoring includes the potential for practising three forms of mentoring relationships: individual, peer and co-mentoring. Two broad areas for future research are suggested: longitudinal studies examining the outcomes of group mentoring, and studies extending the theoretical and conceptual bases of group mentoring.
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Amangoua, Henaba Lois. "Contribution à l’analyse d’un projet d’éducation à l’entrepreneuriat social et solidaire : des intentions aux effets dans une université ivoirienne." Electronic Thesis or Diss., Limoges, 2024. http://www.theses.fr/2024LIMO0070.
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La Côte d’Ivoire a vu apparaître ces dernières années un discours de sensibilisation des jeunes à l’entrepreneuriat, porté par les politiques publiques et vulgarisé de diverses manières. Cette recherche analyse, sur une durée de quatre ans, la mise en place d’un projet d’éducation à l’entrepreneuriat social et solidaire dans une université ivoirienne et ses effets sur les étudiants participants. Conduite par une démarche ethnographique qui met au centre la parole des acteurs et analyse leurs parcours biographiques, la thèse met en évidence le caractère novateur mais aussi quelques manquements du projet, n’ayant pas permis sa pérennisation : elle pointe les quiproquos qui expliquent cet inaboutissement, mais qui peuvent être dépassés par des redéfinitions de rôles et des relais institutionnels. En ce qui concerne les étudiants, la caractérisation de leurs transitions identitaires au fil du projet révèle des socialisations familiales et sociales favorables à la prise d’initiative entrepreneuriale, auxquelles s’ajoutent des facteurs individuels mais aussi collectifs émanant de la dynamique des groupes constitués pour le projet. À l’issue du projet, les effets sur leur devenir sont objectivés selon différentes amplitudes, allant d’un simple effet sensibilisateur à des formes d’expertise entrepreneuriale. Ces résultats, produits à l’échelle des individus, éclairent plus largement le contexte social et formatif ivoirien : il ressort de notre analyse que la pratique de l’entrepreneuriat social et solidaire s’inscrit dans des savoirs socioculturels qui gagneraient à être exhumés, reconnus et valorisés pour la construction de dispositifs de formation pérennes et adaptés La thèse débouche sur des pistes favorables à une ingénierie de l’éducation à l’entrepreneuriat qui participe à cette valorisation des « déjà-là » individuel et collectifIn recent years, Côte d’Ivoire has seen the emergence of a discourse aimed at raising awareness of entrepreneurship among young people, driven by public policies and disseminated in various ways. This research analyzes, over a four-year period, the implementation of a social and solidarity entrepreneurship education project at an Ivorian university and its effects on participating students. Conducted through an ethnographic approach that centers on the voices of the participants and analyzes their biographical journeys, the thesis highlights the innovative aspects as well as some shortcomings of the project, which prevented its sustainability. It uncovers the misunderstandings that hindered the project's completion, though these could be mitigated with revised roles and institutional reinforcement. Regarding the students, the characterization of their identity transitions throughout the project reveals family and social socializations conducive to entrepreneurial initiative, alongside individual and collective factors stemming from the group dynamics created for the project. At the project's conclusion, the effects on their future trajectories vary in magnitude, ranging from a mere awareness-raising impact to forms of entrepreneurial expertise. These findings, drawn from individual experiences, provide broader insights into the Ivorian social and educational context: our analysis suggests that the practice of social and solidarity entrepreneurship is rooted in sociocultural knowledge that deserves to be unearthed, recognized, and valued for the development of sustainable and adapted educational frameworks. The thesis offers pathways towards educational engineering in entrepreneurship that supports the valorization of both individual and collective pre-existing knowledge
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Orr, Scott David. "Democratic identity the role of ethnic and regional identities in the success or failure of democracy in Eastern Europe /." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117652333.
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Chang, Ellen Y. "Cinematic Remapping of the Taiwanese Sense of Self: On the Transitions in Treatments of History and Memory from "The Taiwanese Experience" to "The Taipei Experience"." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1345130562.
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Oliver, Billie. "Connected identities : professional identity in transition." Thesis, University of Sussex, 2007. http://eprints.uwe.ac.uk/11258/.
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This thesis outlines the impact on professional identities of the shift towards 'joined-up working' and the blurring of role distinctions embodied in much current government policy. Set within a context of continuously developing policy concerning the delivery of services to children and young people, and in particular in relation to workforce reform and 'modernisation', this thesis adopts an emergent or Grounded Theory approach to uncovering the experiences of a sample of Connexions Personal Advisers (PA) as they adapted to the change in and challenge to their professional identities. The introduction of the Connexions Personal Adviser was one of the first attempts to create a new 'modern, flexible, holistic' role, but as is explained in this thesis, it is unlikely to be the last. The experience of these PAs, therefore, represents an important contribution to our understanding of how professional identity can be understood during times of change. Grounded Theory is an inductive approach within which theories are 'grounded' and built up systematically from emergent data. This thesis offers an analysis of the experience of a sample of Connexions PAs gathered through a questionnaire and semi-structured interviews. An emergent theme has been the significance of inclusive and adaptive practitioner networks within which to explore the challenges to professional values brought about by the introduction of new roles. In this analysis 'identity' is not seen as a fixed construct needing to be 'changed', but as one that is continuously moulded and shaped as discourses about practice develop. The thesis presents a dynamic and iterative conceptualisation of the 'Connected Identity' - conceived as an ongoing dialogue that, if managed and supported appropriately, can lead to the development of an invigorated and transformative practice that leaves the practitioners involved feeling energised and enthusiastic for their work.
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Andersson, Gabrielle, and Cecilia Östlund. "Kvinnors upplevelser av hjärtinfarkt." Thesis, Röda Korsets Högskola, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-53.
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Forskningen gällande hjärt-kärlsjukdom har tidigare utgått från män och överförts till kvinnor trots att det finns skillnader i sjukdomsförlopp och påverkan på livssituationen mellan kvinnor och män. Studiens syfte var att beskriva kvinnors upplevelser av hjärtinfarkt utifrån ett transitionperspektiv. Metoden var en deskriptiv litteraturstudie där tio artiklar med kvalitativ metod ingick. Fyra rubriker med tillhörande kategorier togs fram. Första rubriken Hälsa omfattar kategorierna Diffusa fysiska symptom före den akuta fasen, Sjukdomsupplevelse i den akuta fasen och Fysisk försämring i återhämtningsfasen. Andra rubriken Livsförändring omfattar rubrikerna Svårigheter med att förstå vad som hänt i den akuta fasen, Oro inför anpassningen till ett nytt liv i återhämtningsfasen, Livsstilsförändringar i återhämtningsfasen och En ny mening med livet i omvärderingsfasen. Tredje rubriken Relationer omfattar kategorierna Vill inte vara en börda i den akuta fasen och i återhämtningsfasen, Behovet av stöd i återhämtningsfasen och En förändrad roll i familjen i omvärderingsfasen. Fjärde rubriken Omgivning omfattar kategorierna Stöd från rehabiliteringsgruppen i återhämtningsfasen och Att börja arbeta igen i återhämtningsfasen. Författarna drar slutsatsen att när kvinnor drabbas av hjärtinfarkt genomgår de en transition inom flera områden, så som identitet, relationer, kroppslig kapacitet och beteendemönster i samband med att deras hälsostatus förändras.Cardiovascular research was originally based on men and applied on women, despite differences in disease course and effect on life between women and men. The study’s aim was to describe women’s experience of myocardial infarction from a transition perspective. The method was a descriptive literature study and ten qualitative articles were included. Four titles with associated categories were found. The first title Health included the categories Diffuse physical symptoms before the acute phase, Illness experience in the acute phase and Physical deterioration. The second title Life change included the categories Difficulties with understanding what happened, Concern regarding the adaptation to a new life, Life style changes and A new meaning with life. The third title Relations included the categories Not wanting to be a burden, Need for support and A changed role in the family. The fourth title Environment included Support from the rehabilitation and Back to work. The authors concluded that when women experience a myocardial infarction, they experience a transition in several areas such as identity, relations, physical capacity and behavioral patterns as their health status change.
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Bluemel, Helen. "Identity in transition : Leipzig's cultural downfall 1943-49." Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/54955/.
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In 1945, Leipzig was indeed the place to see the whole world, or at least all facets of the Second World War and its aftermath. The historic town centre of this city in the very heart of Germany had been largely destroyed in the first complete firestorm that the British bombing squads accomplished in December 1943. In total, 38 bombing raids on the city left large parts completely in ruins, including all cultural venues, dozens of churches, more than eighty percent of the trade fair buildings and forty percent of housing. Yet, Leipzig's military production survived intact, and the air armament factories went on producing right until the end of the war with the help of slave labour, namely some 20,000 concentration camp inmates, kept in the vicinity of Leipzig at Abtnaundorf, a satellite camp of Buchenwald.
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Woodfield, Kuei-Ying. "The molecular identity of the mitochondrial permeability transition." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265492.
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Brown, Suzanne. "Transgender experiences : exploring identity transition and therapists' attitudes." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/95593/.
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Gender identity is a burgeoning topic as people increasingly present to the National Health Service for assistance with gender incongruence concerns. The fluidity of gender and unique transition experience warrant further exploration given increased visibility of this topic. Also, with growing prevalence rates of people identifying as transgender, it is paramount the attitudinal responses of health care providers are investigated, given their crucial role in forging therapeutic relationships. This thesis informs understanding of transition experiences and current knowledge of mental health practitioners’ attitudes towards the transgender population. Chapter one is a critical systematic review of quantitative and mixed methodology research exploring mental health professionals’ attitudes towards transgender people. Database and manual searches revealed thirteen studies appropriate for inclusion. Mental health professionals report overall positive attitudes; however, demographic variables were found to influence attitudes. The review highlights inadequate scales that conflate sub-populations of transgender people and were often adapted from scales measuring attitudes towards sexual orientation. Areas for future research are discussed. Chapter two is a qualitative research study that explored the lived experience of transition with six Male to Female transgender participants. Using interpretative phenomenological analysis emergent findings relate to transition heterogeneity, intersectional forms of discrimination, and, authentic identity expression post-transition. Clinical and service implications are discussed alongside areas of future research. Chapter three is a reflective account applying relevant theories of intersectionality to the researcher’s self, research process and experiences while on the doctorate. It explores the parallels between the research area and facets influencing identity transition before embarking on professional qualification.
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McCoy, D. B. "Identity transition in persons undergoing elective interval sterilisation and vasectomy : An approach based on identity structure analysis." Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378751.
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Worth, Nancy Margaret. "Transition spaces : intersections of youth, visual impairment and identity." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522916.
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Dixon, Stephen Michael. "Transsexualism and identity : processes of female to male transition." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/4790/.
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This thesis reports an interview-based study of thirty female-to-male (FtM) transsexual individuals. These participants were divided into three groups of ten according to their transitional status: 'pre-transitional', 'transitional and 'post-transitional. Interviews were carried out utilising an extensive semi-structured interview schedule and were recorded. Tapes together with field notes from each interview were that transcribed. The thirty transcripts were then subjected to a detailed review and analysis. A range of issues were identified in relation to the notion of FtM transsexual identity as this was experienced through the processes of FtM transition. The conclusions drawn identified a number of substantive areas of insight into the FtM transsexual condition, each of which have implications for an understanding of: coping with a threatened identity; passing; trust; factors relating to and effects of disclosure following these individuals' decision to embark cm transition; issues pertaining to transition, and attitudes of the medical profession toward transsexualism, among others. Some policy issues were also identified indicating scope for interentive measures geared at facilitating the life circumstances and transsitional passage of FtM transsexual people.
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Leitman, Eva M. "Ethiopian immigrant women : transition to a new Israeli identity? /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846354483899.
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Park, Sunghee. "Investigating athletes' retirement from sport : from decision-making to optimal support programmes." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/6498.
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This thesis aimed to extend knowledge of athletes’ career transitions through examining athletes’ retirement decision-making process and influence of cultural diversity and organisational culture on the process of career transition. The purpose of Study 1 was to identify the current status of knowledge in the study area through providing a systematic review of the athlete career transition studies. The findings provided up to date knowledge in the study area and suggested potential future research directions. Study 2 aimed to understand Korean tennis players’ career transition out of sport experiences via longitudinal qualitative research. The results indicated that athletes perceived making the retirement decision was difficult process for them and revealed that participants’ experiences were influenced by cultural aspects and sport contexts of Korea. Study 3 focused on exploring the athletes’ retirement decision-making process among Korean tennis players. Results showed that athletes’ leaving from sport decision-making is a complex and multidimensional process, and the transtheoretical model was helpful in explaining athletes’ retirement from sport decision-making. The objective of Study 4 was to explore the processes involved in the development of an athletes’ career transition programme. Results revealed that the organisation might have influence on athletes’ retirement decision and the quality of career transition. Overall, the findings from the current thesis provide advanced useful knowledge on the athlete career transition process, and such knowledge may assist attempts to enhance athletes’ well-being and welfare for during and post-sport life.
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Andreani, Marjory. "Pilotage pédagogique et éducatif, Dynamique de professionnalisation des personnels de direction en établissement public local d’enseignement." Electronic Thesis or Diss., Corte, 2023. http://www.theses.fr/2023CORT0003.
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Actuellement en France, des mutations institutionnelles profondes traversent un système éducatif en transition. C’est dans cet espace de transition, susceptible d’accueillir de nouveaux paradigmes et dont l’étude permet de comprendre les processus de professionnalisation, que s’opère l’apprentissage d’un soi professionnel en mutation, à partir de l’élaboration d’un processus de réflexivité ainsi favorisé. Ce travail de recherche se propose d’explorer la dynamique de professionnalisation des personnels de direction en situation de pilotage pédagogique et éducatif en établissement scolaire du second degré. La recherche vise à rendre intelligible les processus de développement ancrés dans le travail à travers la mise en relation des concepts majeurs de dynamiques identitaires, comme cadre d’analyse, et de didactique professionnelle, comme angle de vue de la recherche. Nous nous appuyons sur une approche qualitative, à visée exploratoire, instrumentée par des entretiens individuels. Ce que mettent en avant les résultats de la recherche, le pilotage pédagogique et éducatif génère des catégories de situations qui participent aux dynamiques identitaires des acteurs et à la dimension cognitive de cette activité. Les espaces de travail et de formation sont reconsidérés et liés dans la perspective d’un apport de réponses aux évolutions et besoins socio-éducatifs repérés et exprimés par les acteurs et usagés de l’Ecole ; cela participe d’une réflexion pour un projet renouvelé d’école inclusive et émancipatriceCurrently in France, profound institutional changes are going through an educational system in transition. That is the very space of transition, likely to accredit new paradigms and whose study makes it possible to anderstand the process of professionnalisation, that the learning of a changins professionnalizationIt is in this space of transition, that the learning of a changing professional self takes place, starting from the elaboration of a process of reflexivity thus favored. This research work aims to explore the dynamics of professionalization of management staff in a situation of pedagogical and educational management in secondary schools. The research aims to make intelligible the development processes anchored in the work through the linking of the major concepts of identity dynamics, as a framework for analysis, and professional didactics, as an angle of view of the research. We rely on a qualitative approach, with an exploratory aim, instrumented by individual interviews. According to the results of the research, the pedagogical and educational management generates categories of situations that contribute to the identity dynamics of the actors and to the cognitive dimension of this activity. The work and training spaces are redesigned and linked with a view to providing responses to socio-educational changes and needs identified and expressed by the actors and users of the School; this is part of a reflection for a renewed project of an inclusive and emancipatory school
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Mitchell, Thomas. "Identity in elite youth professional football." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4544/.
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The concepts of Athletic Identity (Brewer, Van Raalte, & Linder,1993) and identity (Erikson, 1950, 1968) both carry notions of having a clear sense of self definition. Applied practitioners in elite professional football settings (e.g. Holt & Dunn, 2004; Harwood, 2008; Nesti & Littlewood, 2010; Nesti, 2013) have championed the notion that individuals who possess a clear sense of self, (generally) cope with the demanding nature of first team football, and the daily challenges that arise from their chosen profession (i.e., injury, de-selection). Conversely, a small number of researchers have consistently argued that professional football club culture may not support the development of a clear sense of identity in (young) players, as it has been described as espousing notions of power, dominance, authority and insecurity (see e.g. Parker, 1995, 1996, 1998, 2001; Roderick, 2006, 2006a). The present thesis explores the role of identity, the impact of football club culture on its formation, and its importance in the career trajectory of youth team footballers. Across three distinct studies, this thesis explores the concepts of Athletic Identity, identity, and the creation of club culture within youth and professional football. Study one used a cross sectional approach, within and across levels of play along with distinct situational, demographic variables to assess any differentiating factors in Athletic Identity in 168 (N = 168) youth team footballers. Football club explained 30% of the variance in exclusivity among players (p = .022). Mean social identity was significantly higher for those players in the first year of their apprenticeship compared to the second year (p = .025). The range of variance for exclusivity amongst players suggested it was the cultural climate created at each individual football club that impacted this subscale of Athletic Identity. Study Two used a qualitative approach with the aim of critically exploring the perceptions of practitioners in relation to; ideal player characteristics, working practices, organisational culture and environmental conditions. These facets are influenced by practitioners within youth development programmes, all of which contribute to shaping a player’s identity (Erikson, 1968). A total of 19 youth development practitioners were interviewed during data collection. Practitioners provided an explicit and clear blueprint of the ideal player characteristics required for successful upward transition, including, self belief, dedication and self awareness, which are synonymous with notions of identity. Finally, Study three used a case study approach to critically examine how players’ experiences of a professional football environment and culture served to shape their identity and allows them to cope with critical moments. A Championship football club served as the case study in which 4 players were interviewed 3 times over the course of one season. Findings were represented as narrative stories of each player. Findings suggested that having a clear sense of identity provided players with a platform for resilience and perseverance throughout a range of critical moments. In summary, it is vital that appropriate internal (club) and external (affiliated organisations) strategies are developed and integrated into practice to ensure that players develop a clear sense of identity and meaning. It is essential that this transcends the professional football domain for players to have the best possible platform for career progression and career termination.
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Yeates, Natasha Rachel Maria. "Identity and the transition to motherhood in first time mothers." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426817.
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This qualitative study explored the period of transition around having a child, during which women develop an identity as a mother within the wider context of a relational matrix. A comprehensive review of the literature highlighted the need to consider a view of self that is not unified or rational. The literature also emphasised the need to maintain mothers in a relational context. Stern's (1998) Motherhood Constellation was focused on to provide a framework for considering identity change with regard to relational aspects involving both the social world and intrapsychic phenomena. This study investigated the experiences of 6 first time mothers who, when approached by their Health Visitor about taking part, volunteered in order to share their experiences of becoming a competent mother with other women. A narrative approach based on Hollway and Jefferson's (2000) free association narrative interview technique was used to look at the way the women narrated their experiences, attending to intra-psychic phenomena within a sociocultural context. The main findings of the study were that the women narrated their experiences of change in terms of continuity and discontinuity of self and relationships, involving conscious and unconscious processes. This occurred within the wider context of a relational matrix featuring intimate relationships and others in the social world. This both pre-dated this period of transition and was anticipated to extend into the future. Implications for clinical practice and future research are explored and quality issues are appropriately discussed.
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Jacobson, Jessica. "Islam in transition : religion and identity among British Pakistani youth /." London ; New York : LSE : Routledge, 1998. http://catalogue.bnf.fr/ark:/12148/cb37541669w.
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