Dissertations / Theses on the topic 'Self-identity'
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Parker, Maggie. "Haute games : innovative self and self-identity blendings." Thesis, Teesside University, 2008. http://hdl.handle.net/10149/112686.
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This thesis introduces the original idea that it is possible, and productive, to consider the ‘blending’ of (or deliberate creative combining of methods from) the fields of fine art practice and science practice, using selected empirical research methods to investigate constructions of self and self-identity that emerge between disciplines. In particular, the thesis investigates how the scientific aspects of modern computer games, for instance, can be seen to affect emotional responses from viewers and how those responses are, in turn, affected by the ‘blending’ of aesthetic concerns with consideration of alternative cognitive processes that induce relaxation to connect with participant-players’ self-identities. This process created a method to access cognitive processes, hitherto unexplored by computer-game developers. This research locates its arguments primarily in and between the disciplines, Art and Game Studies and supports the findings with examples taken from art practice and with theories of Psychology and Gaming. This thesis documents the creation of the author’s original hybrid ‘art- work-game’, known as ‘Star World’. It describes the process of ‘Star World’s’ creation, with analysis of the efficacy of this environment as a space where the mapping of narrative, and where perceptual and interactive ‘blendings’ of self and self-identity were employed and tested, with both qualitative and empirical studies of the experiences and perceptions of participant-players. The research focuses on how the distinctive abstract environment, ‘Star World’, affords and facilitates personal expression and interaction for computer-game players. It reveals specific cognitive processes undergone by participant-players; evidence that supports and validates the conjecture that participant-players use personal frames of reference when navigating, exploring and interpreting computer games. Teach-back protocols and their impact are shown to improve the interactivity and immersive potential of the environment. Overall, this thesis classifies ‘haute game’ rules that are formulated to identify virtual environments creating unique, alternative ‘blendings’ with participant-players and assembles a framework for developers to pursue, when producing original computer-game genres. It offers an innovative case study of value to future scholars of Game Studies, as well as to game developers, with cautionary examples provided to assist in dealing with situations where emotional states are accessed by game play. This thesis highlights the potential of interactive art and game design to produce beneficial outcomes for its participant-players, moreover, it demonstrates, with empirical evidence, the effect of the virtual environment on its participant-players.
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Rohn, Madelaine. "Identity priorities and identity complexities in self-defined lesbians." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1993. http://www.icsw.edu/_dissertations/rohn_1993.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1993.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Birrento, Ana Clara. "Self – Negotiating Borders, Constructing Identity." Bachelor's thesis, OP. CIT, 2010. http://hdl.handle.net/10174/28636.
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Inscribed in a critical agenda which discusses questions of identity, of uniqueness and of difference and questions of knowing who is speaking, from where and to whom, this article tries to find a possible answer to a question put by Michel Foucault in ‘Technologies of the Self’ (1988). When asked: ‘what is the self?’ Foucault answered:
“Self is a reflexive pronoun and has two meanings – the same and identity” (p.25). It is precisely this latter meaning that, according to the philosopher, shifts the question of ‘what is the self’ to ‘what is the plateau on which I shall find my identity?’In the fictional autobiography Self, written in 1996 by the Spanish born Canadian author Yann Martel, the reader can find several plateaux on which the protagonist tries to find his identity.
In its narrative texture, we find an autobiography of a 30 year old writer who tells about his life, who creates a fictional landscape for a possible life. In this fictionalisation of the self and in the creation of possible contexts of experience we can find two layers of existence: on the one hand the experience of the writer, the anguishes and doubts in finding the best form of writing, and, on the other hand, and to me the most interesting one, the experience of the self, put in several contexts, in several filigrees of ontological and epistemological existence. If we take into consideration that the representation of experience is a form of understanding the self and the world, an experience which helps to the creation of retrospective and prospective meanings (Pickering 1997), we shall have to centre our analysis around the processes of production of a subjectivity, an identity and an agency.
The protagonist of Self constructs his identity by negotiating borders of uniqueness and difference with his other self, and that the centrality of the experiences produces an articulation of the text, writer and reader, in a dynamic process of discursive alliances, which as configurations of certain practices define where and how people live specific practical relations within specific social contexts.
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Usher, Bethany Rowan Wishhart. "Celebrity, journalism and self-identity." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/20031/.
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THIS thesis explores the intertwining discourses and displays of celebrity, print journalism and self-identity in the capitalist democracy of Britain, with particular consideration of relationships with US media cultures. Part One plots three successive phases in the development of celebrity journalism in relation to the “authentic self” linked to consumerism, “the citizen” linked to national identity, and “the star” linked to hyperreal self display. It spans the 18th to the late 20th centuries and considers celebrity and celebritised journalism in relation to socio-cultural, political, economic and media transformations. It argues celebrity and journalism cultures developed together, and this formed linguistic constructs and conventions that influenced how self-identity is articulated and constructed. Part Two considers how these themes shaped and are reshaped in digital spaces to create networked presentations of self-identity for specific social, political and commercial goals. It demonstrates how the thematic and structural conventions of celebrity journalism are used to effectively self-present on social media and the impact of this on news agendas. There is a gap in research in celebrity journalism due to it falling “between a number of disciplines, none of which have devoted sufficient attention” (Dubied and Hanitzsch 2014: 140). This study uses a theoretical framework and methodologies drawn from not only journalism and cultural studies, but also history, literature, sociology, and digital communications to demonstrate both the potentials and dangers of celebrity and celebritised journalism as a mechanism for constructing both self-identity and reality.
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Nealy, Marcellus. "The Impact of Collectivist Self-Identity, Collectivist Social-Identity on Creative Self-Identity and Creative Self-Efficacy from a Japanese Context: Implications on Creativity Education." Thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108493.
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A quick search in Google Scholar for documents containing both keywords “Japan” and “collectivism” revealed 28,100 results. This fact alone is enough to support the notion that collectivism is a commonly reoccurring descriptive in discussions about Japanese society. This is also enough to give serious consideration to the impact of collectivism when thinking about the development of educational programs that foster the development of creativity. More specifically it raises the question: if some people within Japan believe in the collectivist nature of themselves and their society how does that belief influence creative self-identity and creative self–efficacy? Since creativity and innovation require the ability to think divergently, understanding the impact of the alleged pressure towards conformity on creativity should be a top priority. Furthermore, understanding this relationship becomes important when considering methodologies and potential barriers to learning in the creativity classroom or workshop. With this in mind, a questionnaire was given to 50 Japanese participants of various ages and backgrounds. Using open-ended questions and a Likert scale, the questionnaire examines the collectivist self-identity, the collectivist social-identity, creative self-identity, and creative self-efficacy. Through narrative qualitative analysis of the open-ended questions and quantitative analysis of the scaled questions the relationships between the four categories were examined to see if any influenced the others. From this study we can see that the quantitative data and the qualitative data both showed the similar findings. Within the group the majority did not identify as having a collectivist self-identity, the results on collectivist socialidentity were split down the middle, and a majority of the participants did identify with having a creative self-identity. It is also clear from both the qualitative and quantitative data that creative self-identity and creative self-efficacy are linked. It appears that if the person does not believe that he or she is a creative person then that same individual is very likely to believe they do not have the capacity to do creative things.
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Roache, Rebecca. "Personal identity, fission, and self-concern." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620232.
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Beetson, Bianca Renee. "Exploring Aboriginal identity through Self- portraiture." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/376769.
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This exegesis examines my practice through my identity as a Kabi Kabi, Wiradjuri, Kuku Ylandji and Pita Pita woman with English, Scottish and Romany Gypsy heritage. It contextualises the development of my practice from 1997 to 2017, which is the period immediately following my graduation from an undergraduate degree until now. The major focus of the exegesis, however, is on works from the last decade, when self-portraiture became a prominent part of my practice, which I explore through a variety of media: photography, performance, painting, drawing, and sculpture.
To contextualise my practice, I also examine contemporary artists who utilise Indigenous frameworks to disrupt the traditions of Western portraiture. My own work uses humour and ideas of performativity as tools to positively intervene into debates about Aboriginal identity. For example, my use of the colour pink can be understood as candy coating a difficult conversation around colonisation. I also reclaim the language of the coloniser through serial portraiture and challenge ideas of Aboriginal femininity. Contributing to identity politics art, I refuse the idea of an essential self through the idea of a performative self-portrait. One of my aims is to reclaim Aboriginal agency and to decolonise the idea of the self.Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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Tomas, Katarina, and mikewood@deakin edu au. "Displaced self: The impact of language-migration on self-identity." Deakin University. School of Communication and Creative Arts, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.113428.
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In this dissertation I explore the impact that language-migration has on Self-Identity. The thesis consists of two parts: a memoir The Strangeness of Freedom, and an exegesis. Each is intended to stand alone, but also to complement the other. In the memoir I draw on my personal recollections of my family's migrations across five countries (Czechoslovakia, West Germany, USA and Australia) and into three languages (Czech, German and English) in order to convey my particular experience of language migration.
In the exegesis I analyse several memoirs written by other language migrants and examine what impact they believe migrating into a new language and culture had on their own Self-identity. I draw on postmodern and psychoanalytic theory to explore the nature of Self-Identity formation and why migrants, as well as non-migrants might experience a change in their Self-identity during the course of their lives. I attempt to tease out to what extent the change in Self-identity is a universal experience that results from living across time and moving from a known past into an unknown future, regardless of whether one physically migrates or not.
I found that while language-migrants tend to describe a more intense disruption of their Self-Identity, non-migrants also experience such a disruption in their sense of Self, simply by living in a rapidly changing world. I propose that while changing locations and languages clearly disrupts the continuity we presume life entails, it is in fact the passage of time that distances us from our known past, including our familiar Self, even if we never physically or linguistically migrate.
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Reder, Miriam Asya. "Gender Identity, Ethnic Identity, and Self-Esteem in Latino Adolescent Males." DigitalCommons@CalPoly, 2014. https://digitalcommons.calpoly.edu/theses/1159.
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The relationship between gender identity and psychological adjustment has long been investigated, but it is only in the 21st century that gender identity has been examined as a multi-faceted construct. According to Egan and Perry (2001), there are five dimensions comprising a person’s gender identity and they have demonstrated a significant relationship between these dimensions and youth’s psychological adjustment. Three of their gender identity constructs are pertinent to this study: gender typicality, gender contentedness, and felt pressure. While subsequent studies have had similar significant results (Carver, Yunger, & Perry, 2003; Yunger, Carver, & Perry, 2004), one study found that felt pressure was not negatively correlated with adjustment in minority youth, including Latinos, as it was with majority White samples from the previous studies (Corby, Hodges, & Perry, 2007).
Minority youth face more pressure to conform to gender stereotypes (Corby et al., 2007) and Latinos in particular face more rigid gender stereotypes than European American cultures (Corona, Gonzalez, Cohen, Edwards, & Edmonds, 2009). While having a strong ethnic identity has been significantly correlated with self-esteem in Latinos (Umaña-Taylor, 2004), the relationship between ethnic identity, gender identity, and self-esteem in Latino youth have been underrepresented in the literature (Mora, 2012). Since Latino male youth in particular are at-risk for low-self esteem (Twenge & Crocker, 2000) and self-esteem is a protective factor in adolescents (Hosogi, Okada, Fujii, Noguchi, & Watanabe, 2012), it is important to pinpoint variables that are related to high self-esteem.
The purpose of this study is to explore the relationship between ethnic identity, gender identity, and self-esteem in an understudied population in the literature. The sample consisted of 55 males, aged 10-14, who are members of a school-based intervention program for boys at-risk of gang membership. The majority of boys were of Latino heritage. It was hypothesized that gender typicality and gender contentedness would be significantly correlated with self-esteem, and that ethnic identity would mediate the relationship between felt pressure and self-esteem. Statistical analysis yielded partial support for the hypothesis. Implications and future directions are discussed.
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Burton, Susan. "Self-perceived professional identity of pharmacy educators." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008352.
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The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.
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Dainton, Barry Francis. "The nature and identity of the self." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303581.
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Snellgrove, Miriam Louise. "House Camphill built : identity, self and other." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8259.
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This thesis concerns the process of everyday identity formation within Camphill settings. Specifically the research investigates the ways that Camphill places construct their identity around notions of deviance, repetitive practice, material spaces and the social self. Using a broad ethnographic methodology the thesis examines the ways that making, verifying and ascribing such identity claims occur and in what situations and contexts. The research further contributes to debates around the particular ways that social research constructs an understanding of the social world and argues that knowledge of normative rules and social practices are crucial skills that determine our ability to function within society. Chapter One reviews the genesis of Camphill as residential settings for children and adults with disabilities. Discussions around the textual representations of Camphills’ seventy year history are critiqued. The three fieldsites and the particular challenges present in undertaking multi-sited and ethically challenging research are discussed. Chapter Two discusses the practical, epistemological and conceptual lens through which the research is devised. Further the process of ‘doing’ ethnography shapes the researcher’s identity as much as deviance, repetitive practice and the social self are implicated within Camphill’s identity work. The discussion argues for socially positioned ethnographies that reflect the multiple and competing social worlds of researcher, text and other. Chapter Three examines the particular ways that deviant identity is lived and experienced. It suggests that deviance is an important part of socialisation as it constructs social norms and rules, even if those norms are largely imagined. A key point is that non-conformity is person specific and engaged in differently across the fieldsites. Chapter Four examines the role materiality plays in the formation of Camphill identity work. It suggests that engagement with material things is done as part of wider ongoing socialisation processes. Chapter Five argues that Camphills’ highly structured everyday life is a crucial means for wider group and individual socialisation, with the expectation that such knowledge enables successful participation within society. The conclusion considers Camphill identity work and theorises its connections to collective experiences and structural processes.
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Johnson, Katherine. "Being transsexual : self, identity and embodied subjectivity." Thesis, Middlesex University, 2001. http://eprints.mdx.ac.uk/6635/.
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In this research I employ an interdisciplinary approach in order to theorize the experience of Being Transsexual and to reflect upon current debates in critical social psychology about such notions as 'self, 'identity' and 'embodied subjectivity'. Seven male-to-female and seven female-to-male individuals who identified as either transsexual or gender transition. A pluralistic methodological approach, drawing upon the principles of discourse analysis and phenomenology, was used to analyse the interviews. I argue that whilst Cartesian dualist constructions of transsexualism regulate the binary gender system they fail to account for the complex process of identifications which the transsexual subject has to negotiate. Transsexual subjects are never completely free from their past experiences, past selves, past relationships or previous practices of embodiment. To varying degrees, these all undermine any new-found sense of gender confirmation. Consequently, I argue that Being Transsexual entails the ongoing process of becoming 'male' or 'female'. In a move towards a theory of embodied subjectivity, it is suggested that any transition in subjective experiences of gender is intrinsically tied to and nseparable from shifts in gendered embodiment. Finally, I argue that affiliations between transgendered and gay and lesbian communities should be strengthened in order to challenge the regulatory practices of heterosexual normativity, thus enabling individuals to live more ambiguous modes of gendered subjectivity.
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Williams, Emily. "Threads of Identity: Marisol's Exploration of Self." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1566.
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Marisol Escobar, known in the 1960s as the "Latin Garbo," is a sculptor famous for showing with the Pop art greats. However, Marisol holds a curious position in art history, stranded between the formalism of the fifties' and sixties' male-dominated Pop movement and the conceptual experimentation and radicalism that followed. Trained as a draftsman and painter early in her career, Marisol's main body of work mostly consists of large-scale wooden and mixed-medium sculpture. Lesser known, her lithographs, drawings, collages and small figurines further prove her technical and artistic validity. Preferring to go by surname only, Marisol’s quiet yet intense observation pinpoints the overriding human elements present in the objects of her scrutiny. Most notable for turning her gaze inwards, her self-portraiture defies easy categorization. Meshing American art and non-Western art styles while bridging the gap between intellectual understanding and empathetic approachability, Marisol represents a unique perspective that remains relevant today. Marisol's approach to self-portraiture is, first and foremost, in service to the exploration of her own identity. Furthermore, her choice of subject matter, artistic methodology and style appear closely aligned with Postmodern discourse. Each period of her work from the 1950s to the present day includes different guises and methods that subtly critique societal roles and norms, all presented through the lens of the artist's acute wit. Internationalism, gender roles, and explorations of identity are inherent in each of her works, proving that Marisol deserves further examination to explore her relation to Postmodern thought.B.A.
Bachelors
Arts and Humanities
Visual Arts and Design
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Cheung, Man Shan. "The Changing Self Identity of Chinese American." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/560509.
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Trejo, Rosenna Natalie 1952. "Ethnic identity and self-esteem among adolescents." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/291802.
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The purpose of this study was to investigate whether self-esteem increases when youth are given the opportunity to learn more about themselves through increased awareness of their ethnic identity. The study investigated the impact of the Anytown program on ethnic identity and self-esteem among adolescents who participated in the Anytown program. Two instruments were used for the study: the Multigroup Ethnic Identity Measure (1992) and the Rosenberg Self-Esteem Scale (1965). The first hypothesis, that ethnic identity will increase when youth are given the opportunity to learn more about themselves through increased awareness of their ethnic identity was supported by the results. Statistical significance at the .01 level was determined for the Multigroup Ethnic Identity Measure; the ethnic identity scale; and the sub-scales of affirmation and belonging, ethnic identity achievement, and other-group orientation. The second hypothesis, that self-esteem would increase as ethnic identity increased, was not supported.
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Keay, Robert D. "Paul the spiritual guide : a social identity perspective on Paul's apostolic self-identity." Thesis, University of St Andrews, 2003. http://hdl.handle.net/10023/9409.
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Scholarly understanding of Paul's self-conception in his use of the title 'apostle' has remained minimal throughout the history of biblical scholarship. Few have ventured to describe Paul's understanding of his apostolic self-identity beyond the basic notion of his being 'sent' to preach the gospel. The most frequent suggestions are that Paul understood himself to be a prophet or a philosopher. But these suggestions are faulty because they emerge from hermeneutical methods that are unable to discern how self-identity is revealed in discourse. The purpose of this thesis is two-fold. First, I attempt to clarify Paul's understanding of his apostolic self-identity. My research reveals that when Paul identified himself as an apostle of Jesus Christ to the Thessalonians and Corinthians he conceived of that identity within the conceptual framework of a spiritual guide. Paul believed that God was calling him to be a spiritual guide to the followers of Jesus in those cities, leading them from an initial faith in Jesus as Lord to the consummation of that relationship on the day of Jesus' return, guiding them through all the twists and turns along the way. Second, in developing this argument, I attempt to clarify a method of reading ancient texts with insights from the social sciences. I demonstrate that it is not only possible, but that at times it is necessary to use the social sciences in order to further our hermeneutical abilities for understanding biblical texts.
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Willis, Kayser Rebecca. "Identity, psychological symptoms, and self-esteem in women /." View abstract, 2005. http://wwwlib.umi.com/dissertations/fullcit/3191725.
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Lambrecht, Linda. "Identity development and self-esteem of adolescent mothers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24977.pdf.
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Gotowiec, Andrew Peter. "Ethnic identity and self-esteem in Native adolescents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/NQ41164.pdf.
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Visser, Johanna Athena. "Just Jo: Image and identity in self-study." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95595.
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The personal narrative nature of my work IS rooted in qualitative research methodology and feminist inquiry, in general, and in autobiographical self-study, in particular. In my thesis, I draw on Mitchell and Weber's (1999) self-study work which explores using images as memory prompts and as visual texts which can be read, interpreted, and reconstructed. Engaging in my own self-study, I use memory work and the construction and analysis of visual texts as a way to explore women's identity and the ways in which women resist or accommodate the people and systems around them (including, but not limited to, the educational system). Exploring the social construction of women's identity through autobiographical selfstudy and memory work, I blend a variety of tools as a practical approach to creating what I come to regard as my own specific methodology for doing self-study: the creation of a Living Research Wall. Collectively and aesthetically arranged, the image texts create one large, wall-size collage which I use in my analysis and interpretation of women's identity. However, my image texts - my Wall- are not simply research tools and data, but form an artistic creation in and of itself. The Living Research Wall has a life beyond this study. This study has implications for teacher education, reflective practice, curriculum design, and work with students at all levels. I am interested in how this self-study process can have an impact on the field of education, especially on the students (particularly the children and young adults) in our care. Self-study is not just how we look at ourselves as practitioners, but how we see and interpret all aspects of our life. I would argue that the most important thing we "bring into the classroom" is our Self and that it is vital that we have an understanding of who that Self is.La nature narrative personnelle de mon travail est enracinée dans la méthodologiequalitative de recherche et l'enquête féministe en général, et dans la refléxionautobiographique, en particulier. Dans ma thèse, je m'inspire de la refléxionautobiographique de Mitchell et Weber (1999) qui l'explore en utilisant des images pourinciter la mémoire ainsi en tant que textes visuels qui peuvent être lus, interprétés, etreconstruits. S'engageant dans ma propre réflexion autobiographique, j'emploi le travail demémoire et la construction et l'analyse des textes visuels comme manière d'explorerl'identité des femmes et les moyens dont les femmes résistent ou adaptent au peuple et auxsystèmes autour d'eux (y compris mais non limité à, le système d'éducation).Explorant la construction sociale de l'identité des femmes par le travail de laréflexion autobiographique et de mémoire, je mélange une variété d'outils comme approchepratique à créer ce que je viens de considérer comme ma propre méthodologie spécifiquepour faire la réflexion autobiographique: la création d'un Mur vivant de recherche.Collectivement et esthétiquement disposés, les textes d'image créent un grand collage lataille d'un mur dont j'emploi dans mon analyse et interprétation de l'identité des femmes.Cependant, mes textes d'image - mon mur - ne sont pas simplement des outils et des donnéesde recherches, mais forment une création artistique. Le Mur vivant de recherche a une vieau delà de cette étude.Cette étude a des implications pour l'éducation des enseignants, la pratique réflective,et le travail avec et le curriculum pour les étudiants à tous les niveaux. Je suis intéressée parla façon dont ce processus de réflexion autobiographique peut avoir un impact dans ledomaine d'éducation, particulièrement envers les étudiants (surtout les enfants et les jeunesadultes) dans notre soin. La réflection autobiographique n'est pas simplement comment nousvoyons nous-mêm
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Chan, Mandy M. "Impacts of expatriates' international experience on self-identity." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635480.
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Expatriation is becoming an attractive career path for many people due to the global economic movement. People experience career transitions due to change of organization, locations, responsibilities, reporting structures, and work groups. Expatriates in particular experience more extreme changes because of challenges they encounter from language differences, geographical distance across countries, culture, habit, and life style. These changes influence people's perspective in seeing things, including their self-identity. The aim of this research was to explore the evolvement of expatriates' self-identity.
A qualitative research design using reflexive narrative inquiry was employed. Seven current and former expatriates from Australia, Japan, Netherlands, United Kingdom and United States participated in this study. Through an interview process, these individuals reflected upon and shared their international experience retrospectively. Using expatriates' own narrative, an individual identity transformation story was constructed in order to answer the research question of this study: How does international experience influence a person's self-identity?
Participants noticed significant and previously unknown changes in their behavior and outlook from their assignments. These varied based upon their motives for accepting the assignment, social interaction, work requirements, and personal attitudes. The study reveals that international assignments help expatriates discover the identity that they may not have recognized previously, and affirms and transitions their already known identity to a different level through new learning and relationships from their experiences. Expatriates' enjoyment of their experience is highly influenced by their social interaction and dialogue with others. One of the drawbacks from expatriation, especially for those who are on long-term international assignments and deep immersion in the local culture, is the losing of their definition of home.
As a result of this study, recommendations include an opportunity for organizations to conduct a fit-gap analysis with employees. Results can provide information on employees' level of readiness to take on an international role, and for organizations to better support employees' preparation needs. Onsite coaching and support groups for expatriates can be beneficial to alleviate the stress that occurred during their on-boarding. In addition, expatriates are encouraged to establish their social network in the host country.
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Heaphy, Brian. "Reinventing the self : identity, agency and AIDS/HIV." Thesis, University of the West of England, Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300918.
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Letherby, Gayle. "#Infertility' and #involuntary childlessness' : definition and self-identity." Thesis, Staffordshire University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361965.
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MacFarlane, D. M. F. "Self identity and parenting disposition in alcoholic mothers." Thesis, Queen's University Belfast, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437847.
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Hertneky, Robbie Palmer. "The Leadership Self-Identity of Women College Presidents." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1229633499.
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Keeley, Samuel Blaine. "National identity & self definition during the Holocaust." Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/341815.
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Thesis (Honors paper)--Florida State University, 2008.Advisor: Dr. William O. Oldson, Florida State University, College of Arts and Sciences, Dept. of History. Includes bibliographical references.
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Mueller, David John. "Adolescent identity formation: Inpatient influence on self-concept." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618397.
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This study investigated the effects of psychiatric hospitalization on the self-concepts of 44 adolescents. Labeling theory suggests that the stigma of being labeled as a patient in a mental hospital will hurt an adolescent's self-concept. The sample for this study consisted of 44 adolescent acute care patients in a private psychiatric hospital in Norfolk, Virginia. their length of stay averaged 20.1 days and ranged from 8 to 38 days in the hospital. Each was diagnosed by an accredited psychiatrist or a licensed psychologist as having symptoms of depression or dysthymic disorder. Each subject was administered a semantic differential instrument (Burke and Tully, 1977) and the Coopersmith Self-Esteem Inventory (Coopersmith, 1967) at admission and again at discharge. The semantic differential instrument had subjects rate two stereotypic social labels, "A Popular Teenager in School" and "A Hospitalized Teenager in Psychiatric Treatment," and two self-assessment labels, "Me in the World" and "Me in the Psychiatric Institute." The Coopersmith instrument was used as a well-established indicator of overall self-esteem. One-tailed t-tests for paired samples confirmed significant gains in self-esteem through the course of hospitalization as measured by the Coopersmith as well as by the two semantic differential self-assessments. These findings were contrary to the predictions of labeling theory. Two-tailed t-tests for paired samples were used to determine whether identification with the two stereotypic labels changed from time of admission to time of discharge. These findings indicated that direction of change was not consistent and some of the changes were not statistically significant. The most interesting change in identification with stereotypic labels concerned "Me in the Psychiatric Institute" and "A Popular Teenager in School." at admission, subjects generally rated themselves less favorably than "A Popular Teenager in School," but at discharge subjects generally rated themselves significantly more favorably than the popular teenage stereotype. Again, this change in identification was not consistent with the predictions of labeling theory. This study concluded with recommendations for longer-term adolescent inpatient studies, follow-up studies of teenage outpatient progress, and mandatory one year aftercare counseling for hospitalized adolescents.
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Valdez, Lorenzo Martin Aguilar. "Graffiti art and self-identity: Leaving their mark." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3079.
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This project focuses on graffiti art as not an unconstructive form of artwork as society might assume, but a way of coping and establishing an identity for youth mostly males who are searching for who they are.
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Bryant, Tess. "Self-identity and Chronic Illness: Is self-illness enmeshment unique to chronic pain?" Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484846.
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Objective: The study aimed to investigate whether self-illness enmeshment is unique to chronic pain using explicit measures of self and whether the implicit sense of self is less positive for those who experience chronic conditions than for healthy controls. Method: Three groups of participants; a group with chronic pain (n';; 15), a group with type 2 diabetes (n = 15) and a healthy control group (n = 15) completed standardized self-report measures of affect and quality of life, then generated characteristics describing their current actual self, hoped-for self and feared-for self, and made judgments about the degree to which their future possible selves (hoped-for and feared-for) were dependent on a change in their current health status. They then completed a self-esteem version ofthe Implicit Association Test. Results: The chronic pain group were inore enmeshed with their current health status and had a less positive implicit sense ofselfthan participants with no chronic health problems. Participants with diabetes did not significantly differ from the other two groups on these measures with the exception of higher levels of illness-enmeshment with a feared-for self. Conclusion: This result is discussed in relation to self-discrepancy and self-regulatory theories and other research on illness-enmeshment and implicit self-esteem biases in clinical populations. KEYWORDS: chronic illness, selfidentity, self-esteem, enmeshment, implicit.
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Adams, Matt. "The reflexive self : a critical assessment of Giddens's later work on self-identity." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369253.
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Choi, Eun-Jung. "Salient role-identity, attitude, and self-presentation: Self-monitoring and situation as moderators." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185498.
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The concept of self-presentation plays a critical role in much sociological and psychological theorizing about human behavior. Although a number of experimental studies of self-presentation have been conducted, until recently theorizing about self-presentation has not been translated into testable hypotheses. This paper attempts to fill this void with an empirical examination of self-presentation as it applies to religious verbal self-presentation related to salient religious role-identity and religious attitude. This research on self-presentation was guided by two major theories: structural symbolic interactionism and trait psychology. The data, obtained from a sample of undergraduates to a questionnaire, provide an examination of the relationship between salient role-identity, attitude, and self-presentation taking into account individual differences in self-monitoring and situation. Two causal models were estimated with weighted least square (WLS) method using the program LISREL 7. The most important findings are that salient role-identity is more strongly associated with self-presentation for high self-monitors than for low self-monitors in both formal and informal situations; attitude is more strongly associated with self-presentation for low self-monitors than for high self-monitors in both types of situations; and situation and self-monitoring interact, so that the stronger association between attitude and self-presentation occurs for low self-monitors in formal situations, and the stronger association between salient role-identity and self-presentation exists for high self-monitors in informal situations. Implications and limitations of the findings are discussed.
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Shipley, Gary. "Bounds of the self." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247290.
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Paoliello, Antonio. "Self, Other and Other-Self: The Representation of Identity in Contemporary Sinophone Malaysian Fiction." Doctoral thesis, Universitat Autònoma de Barcelona, 2011. http://hdl.handle.net/10803/79138.
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La presente tesis trata dos temas relacionados entre ellos dentro del ámbito de la literatura sinófona de Malasia. El primer tema es de natura más general y se centra en la narrativa sino-malaya contemporánea como sistema literario. El segundo, en cambio, es de ámbito más restringido y, dentro de la narrativa sino-malaya contemporánea, se centra en la construcción de la identidad a través de las relaciones intraétnicas e interétnicas y su representación literaria. Las relaciones intraétnicas se refieren a las relaciones entre los sino-malayos y los chinos de otros lugares, como por ejemplo los chinos de la Républica Popular, los de Taiwán, los de Singapur, etc., mientras que las interétnicas hacen referencia a las relaciones entre la comunidad sino-malaya y otras comunidades de Malasia pero de distinto origen étnico, como por ejemplo los malayos, los aborígenes de la península y las poblaciones nativas de Borneo. El objetivo de este trabajo es investigar, sistematizar, analizar de manera crítica y traducir 9 obras de ficción divididas en cuentos (短篇小說 duanpian xiaoshuo) y novelas cortas (中篇小說 zhongpian xiaoshuo).The present dissertation deals with two interconnected issues within the realm of Sinitic-medium literature from Malaysia. The first issue, of a rather general nature, is constituted by contemporary Sinophone Malaysian fiction. The second, of a more restricted scope, is the Chinese Malaysian identity construction and its representation through intraethnic and interethnic interaction in contemporary Sinophone Malaysian fiction. The main goals that I aim to fulfill with my research are to investigate, systematize, critically analyze and partially translate (into English) a specific body of Sinitic-medium fictional writings. The literary corpus presented here has been personally built through a selection among a wider number of short stories (duanpian xiaoshuo 短篇小說) and novellas (zhongpian xiaoshuo 中篇小說) produced by Sinophone Malaysian writers. Through this process of scrutiny, systematization, analysis and translation, I wish to pinpoint a topic which although is less researched in Sinophone Malaysian literary studies, is very often explored by Sinophone Malaysian authors in their creative writings. Hence, I will explore how Chinese Malaysian identity is shaped through the literary representation of two main types of interaction. Firstly, I will examine the literary portrayal of the relationship between the Chinese Malaysian Self and ethnic Chinese people from other geographic locales such as mainland Chinese, Chinese Singaporeans, etc. Subsequently, I will investigate how Sinophone Malaysian writers represent the relationship between Chinese Malaysians and Malaysians of other ethnic heritages such as Malays, aboriginal people from the peninsula and natives of Sarawak.
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Kriner, Bridget Ann. "Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881.
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Hinkelman, Lisa. "Women's self-defense training an examination of assertiveness, self-efficacy, hyperfemininity, and athletic identity /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1078786227.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xiv, 152 p.; also includes graphics. Includes bibliographical references (p. 111-120).
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PAOLIELLO, ANTONIO. "Self, Other and Other-Self: The Representation of Identity in Contemporary Sinophone Malaysian Fiction." Doctoral thesis, Universitat Autònoma de Barcelona, 2011. http://hdl.handle.net/10281/313214.
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The present dissertation deals with two interconnected issues within the realm of Sinitic-medium literature from Malaysia. The first issue, of a rather general nature, is constituted by contemporary Sinophone Malaysian fiction. The second, of a more restricted scope, is the Chinese Malaysian identity construction and its representation through intraethnic and interethnic interaction in contemporary Sinophone Malaysian fiction. The main goals that I aim to fulfill with my research are to investigate, systematize, critically analyze and partially translate (into English) a specific body of Sinitic-medium fictional writings. The literary corpus presented here has been personally built through a selection among a wider number of short stories (duanpian xiaoshuo 短篇小說) and novellas (zhongpian xiaoshuo 中篇小說) produced by Sinophone Malaysian writers. Through this process of scrutiny, systematization, analysis and translation, I wish to pinpoint a topic which although is less researched in Sinophone Malaysian literary studies, is very often explored by Sinophone Malaysian authors in their creative writings. Hence, I will explore how Chinese Malaysian identity is shaped through the literary representation of two main types of interaction. Firstly, I will examine the literary portrayal of the relationship between the Chinese Malaysian Self and ethnic Chinese people from other geographic locales such as mainland Chinese, Chinese Singaporeans, etc. Subsequently, I will investigate how Sinophone Malaysian writers represent the relationship between Chinese Malaysians and Malaysians of other ethnic heritages such as Malays, aboriginal people from the peninsula and natives of Sarawak.
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Bal, Ozgur. "Memory, Identity, Home: Self-perception Of Identity Among The Armenian And Jewish Communities In Ankara." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607281/index.pdf.
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This thesis explores the identity perceptions of the Armenian and Jewish communities in the context of Ankara. Purpose of the study is to understand the ways the members of these communities experienced the social, spatial, political and cultural changes in the capital-city after the establishment of Turkish nation-stateand in what ways they draw on these experiences in terms of their identifications, self-understanding, and feelings of belonging. For this purpose, life-story narratives of people who were born in the early Republican era and of the following generation were collected through oral history methodology. As a result of the analyses of these narratives, multiple, fluid, contextual, and contingent character of identity in terms of the Armenian and Jewish communities in Ankara is pointed, and it is concluded that community identity for the members of these communities was symbolically constructed.
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Reynolds, Amy Louise. "Asian-American and Black identity : validation of a self-identity development model of oppressed people /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424136774.
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Jones, Kelly M. "Self -efficacy, memory, and identity processes in older adults." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3379972/.
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Jansen, Janine A. "Determinants of ethnic identity and self-concept in adolescents /." Adelaide, 1999. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsj35.pdf.
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Chester, Andrea. "Presenting the self in cyberspace : identity play in moos /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000534.
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Perkins, Zalika. "Embracing Identity And Narrative In Art For Self-empowerment." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/art_design_theses/138.
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This arts-based thesis will explore ethnic identity and narrative in symbolic self-portraiture as themes for a body of work. This paper will discuss how identity and narrative play an important role in the empowerment of the artist and viewer. It will also show how this can be incorporated into an art classroom engaged in multicultural learning and the study of visual culture to empower students and give them opportunities to narrate their life stories.
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Marriss, Dorothy E. L. "Self and identity processes in higher education staff development." Thesis, University of Salford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490216.
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This thesis describes four inter-related studies that, together, explore aspects of self and identity in relation to staff development in higher education (HE). Staff development in higher education is reviewed with particular reference to one of the newest and fastest growing subjects, nursing. Approaches to the exploration, understanding and measurement of self and identity are reviewed, culminating in an exposition of a comprehensive synthesising approach known as Identity Structure Analysis and Its associated measuring tool Identity Exploration.
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Carroll, Ms Emma. "Identity, psychological adjustment and self-awareness after brain injury." Thesis, Bangor University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528338.
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Caddell, Lisa Susan. "Self and identity in people with early-stage dementia." Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540420.
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Cecil, Joseph S. "The figure as an exploration of cultural/self identity." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371197.
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The primary objective of this creative project was the exploration of cultural and self identity and the painting techniques used for their creation. The paintings are an attempt to portray through the use of the human figure and symbolic elements to communicate my personal struggle relating to events in my past, present, and future. In these three large paintings I have explored an approach reminiscent to German Expressionism style along with more contemporary motifs which are derived from my research and past experiences in painting at Ball State University. It was very important for me to spend time researching artist involved in the German expressionist movement, because they have been an integral part of reshaping the way I approach art. This body of work required a variety of traditional oil painting techniques including: canvas construction, under painting, stumbling, and glazing.Department of Art
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Chen, Jung, and 陳蓉. "To seek self-identity: College student’s self-exploring." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/g7rz4f.
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碩士國立東華大學
諮商與臨床心理學系
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In this globalization era, there is no stable and unitary preference and standard due to the mixed cultures with the diversities and conflictions (Water, 2000). Meanwhile, the deconstruction of the contemporary culture makes the identity and integration even more difficult. Therefore, to seek identity and self-exploration has become an important challenge, especially for the college students who are in the period of pursuing the self-identity and self-value (Erikson, 1968). Many researches showed that modern college students encounter with the crises of seeking values and self-orientation. However, most of the studies were focusing on those issues related to career plans, families and social relationship. There’s lack of comprehensive inquiry about college students’ self-exploring. The purpose of this study was to investigate the current situation of the college students’ self-exploration (SE) by means of quantitative and qualitative approaches. The researcher sent out 500 formal measurement questionnaires island-wide to the college students for investigation. As for the qualitative research, the group and individual interviews were applied to gather SE information. The results of the study were: I. Participants showed significant degree of self-exploration in all four dimisions of exploration. II. The comparison of different background factors for the college students’ SE: 1. The“age” factor did make significant differences. The freshmen and sophomore group had higher degree of self-exploration than the juniors and senior group. 2. There was no significant difference between female and male college students on self-exploration. III. The higher SE degree, the more self-affirmation the college students would have. The theme and content of college students’ SE are including the career plan, the meaning of life, the inner self, and the relationship bonds. The development of college students’ SE were summerized into three stages: the awaking stage, including three concepts: awareness of self-limitation, listing expectation and imagination; the pondering stage (including the dialogues among the different social values, the frame of references, the effects of self-judgment, the self-talk, the redefinition and the alternatives); the implementation stage (including the classification, the specific practice trial and seeking professional assistance). Self-exploration is a increasing need for college students. Therefore, this is an important challenge to the contempery higher education and counseling services. However, since the research on this topic is still at its preliminary stage, further investigations are required to understand college students’ self-exploration and to result in some meangful applications.
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Chu, I.-Ling, and 朱儀羚. "Self-narrative and Self-identity of Juvenile offenders." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/78874137492715610362.
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碩士國立中正大學
犯罪防治研究所
91
The present study originated from a desire to investigate and seek understanding: From the juvenile offenders’ perspectives, how do they perceive themselves? To answer this question, I adopt qualitative research paradigms informed by constructivism, and using self-narrative method to examine how juvenile offenders look at themselves during different critical periods, and what kind of roles they tend to play. Furthermore, the present study inspects how life experiences shape and affect oneself. I will do crossed-validation with relevant research findings. With the help of Chiayi District Court and Ming Yang High School, we have invited five juvenile offenders whom were sentenced to correctional educations or on probation to participate in our study. Through the research participants’ personal narrative, we have obtained the extensive information about self-identity of the subjects in the past, the present and the future. Data collected by the interviewing were analyzed by means of narrative analysis. After comparing the present findings with the available literature, we found that: 1.On the form of personal narrative: The entire narrative form is related to their relationships with the significant others and self-identity states during the interview. 2.On the content of personal narrative: All the research participants began with narration of family aspects occupying with numerous unpleasant experiences. They have encountered the biggest change during the stage of junior high school. During this period, most of them have been involved in adult social activities and joined the gang. Each transaction in the environment drives a shift in self-identity. Several imageries can be seen in their narrative contents, like inappropriate fostering and beaten by their parents, craving for money, treated the hard core of the gang as their role model, etc. 3. On the significant others: Peer groups, parents, and teachers all can alter the research participants’ self-identity shaping process. Among them, teachers have the strongest positive impact on participants obliged to correctional educations. The interaction of relationships is dynamic, some of the relationships have become closely, some are the source of stress, or behavioral model, or the force to induce changes. 4. Life experiences that can affect self-identity: a). lack of psychological support or positive behavior guidance in one’s family experiences. b). violent experiences─doers or victims. c). experiences of being accepted. d). working experiences. e). emergence of behavior model. 5. Self identity of research participants: Self-annotations of their life processes of the research participants under the correctional educations revealed that they concerning their life processes embodied paradoxical past and present self. For instance, Chapfallen (past) to goal hunting (present). This implicates that the turning of self-identity, and fullhearted goals. And the ones of the participants on probation are confused and willy-nilly. 6. On the model of self-identities formation in 5 research participants: (1). Starting point: low self-esteem, or negative self concepts. (2). Encouragement: incidental successful experiences or satisfaction. (3). Persistently reinforcement. (4). shaping the self-identity. (5). New starting point: environmental changes. (6). Different encouragements (7). Gradual formation of new self-identity. (8). Persistently reinforced of new self-identity. (9).Distinct self-identity portrays distinct future blueprints. (10). The process of self-identity formation has become a persistent cycle. Finally, the researcher has focused on the discussion of limitations of the research proposing a direction for future study.
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Barron, Rose M. "Exploring Identity through Self-Portraiture." 2006. http://scholarworks.gsu.edu/art_design_theses/12.
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EXPLORING IDENTITY THROUGH SELF-PORTRAITURE by ROSE M BARRON Under the Direction of Dr Melody Milbrandt ABSTRACT 1) Statement of the problem: How can art education help students deconstruct stereotypical imagery and develop meaningful artwork? How can art lessons help students construct positive identity imagery and develop meaningful artwork? 2) Procedures: I field-tested a unit of three lessons based on identity through self-portraiture to help students investigate the topic of identity in relation to personal and cultural sense of self. Student’s artworks, reflections and responses were analyzed. 3) Conclusions: Art lessons can help students construct positive identity and develop positive imagery. Art lessons can help students deconstruct negative stereotypical imagery and develop meaningful imagery. INDEX WORDS: Identity, Portrait, Self-Portrait, Race, Gender, Class, Ethnicity, Contemporary Art Education