Intersectional Relational Identity: Co-Creating Work Relationships Across Differences

Integrating a coherent image of oneself is a key issue in emerging adulthood, especially for an expanding population of immigrant Muslim emerging adults worldwide who navigate the complexities of more than one social identity. While extensive research highlights the presence of multiple social identities, less is known about the intersection of these identities – specifically ethnic, national, and religious – across diverse social contexts. The present qualitative, interview-based study explores how these social identities intersect across various social settings – home, school, work, and social circles – and how these intersections relate to the bicultural belonging (heritage and host culture) among 100 Muslim emerging adults residing in Italy. Results of the thematic content analysis revealed that participants employed social context-dependent strategies to reconcile their social identities. Some integrated their religious, ethnic, and national identities, others experienced a shift, and some felt alienated from their faith, which, in turn, contributed to bicultural belonging. The findings highlight the intersectionality and evolving nature of social identities across diverse social contexts, and their role in contributing to bicultural belonging. Implications for theory and practice are discussed.

Intersectionality on the Horizon: Exploring Autism in Adulthood from a Unique Vantage Point.

Author's Introduction Our article outlines the need to bring together the literatures on personal and cultural identity – which have thus far been disconnected from one another. As one develops a sense of personal identity (e.g., goals, values, and beliefs), does one also develop a sense of cultural identity (e.g., how the individual and the group are prioritized, as well as attachment to and affiliation with one's ethnic, cultural, and national group)? This question is becoming increasingly important as Western countries become more and more diverse and multicultural, and as the world becomes more and more international and global. Individuals of European descent in the United States, Canada, Western Europe, Australia, and New Zealand, for example, are no longer insulated from other cultural streams. A generation ago, White Americans, for example, held dominion over the United States and over what ‘American culture’ was. With the advent of mass immigration of ethnic and cultural minorities, as well as globalizing technologies such as email, video conferencing, instant messaging, and virtual chatrooms, we are no longer insulated by our borders. Each of us is a citizen of the world, and this is becoming truer and truer over time. Thus, cultural identity and personal identity are increasingly likely to be related – and the ways in which they influence one another needs to be studied. How does my cultural position in my society (and in the world) influence who I am as a person? How do my cultural beliefs and worldviews influence my personal goals, values, and beliefs? Author Recommends Côté, James E., and Levine, Charles G. (2002). Identity formation, agency and culture: A social psychological synthesis . Mahwah, NJ: Lawrence Erlbaum Associates. This book discusses personal identity within the context of culture, and it clearly sets the stage for a discussion of how personal identity is affected by cultural processes. Arnett, Jeffrey Jensen. (2002). The psychology of globalization. American Psychologist , 57 , 774–783. This article discusses the ways in which globalization affects the personal and cultural identities of people around the world. In particular, the article stresses that individuals will be exposed to various cultural streams even if they never leave their countries of origin and do not come into direct contact with people from other parts of the world. The mass exportation of Western television programs, music, dress styles, fashion, and beliefs is leading people to ‘acculturate’ to Western values and behaviors. Bosma, Harke A., and Kunnen, E. Saskia. (2001). Determinants and mechanisms in ego identity development: A review and synthesis. Developmental Review , 21 , 39–66. This article reviews the ways in which personal identity is developed in ‘individualist’ and ‘collectivist’ contexts. In more individualistic contexts, personal identity is developed through active exploration of different alternatives, commitment to one or more of these, and an in‐depth evaluation of the commitment that has been made. In more collectivistic contexts, personal identity is developed through identification with the goals, values, and beliefs of significant others. This article was one of the first to address personal identity more broadly than through a Western lens. Matsumoto, David. (2003). The discrepancy between consensual‐level culture and individual‐level culture. Culture and Psychology , 9 , 89–95. This article argues that individualism and collectivism (and related constructs such as independence and interdependence) operate differently at the between‐individual level than at the between‐culture level. When studying the interface between personal identity and cultural identity, only individual‐level conceptions of cultural identity should be used. National‐level differences in cultural identity constructs tend to be fairly small – suggesting that most of the differences are between individual people. Schwartz, Seth J., Luyckx, Koen, and Vignoles, Vivian L. (editors, forthcoming). Handbook of identity theory and research . New York, NY: Springer. This forthcoming handbook will consist of state‐of‐the‐art summaries and reviews from some of the leading identity scholars in the world. Chapters will focus on many different domains of identity, including personal and cultural identity but also including national, religious/spiritual, sexual, gender, social, and vocational identity. The book will be an important resource both for students and for professors interested in the field of identity. Sample Syllabus Please add all or a portion of a syllabus that might adopt your article and present it in a broader context to the classroom. Eg. Topics for Lecture & Discussion Week 1 – Overview (What is Identity) Cote, James E. 1996. Sociological perspectives on identity formation: The culture‐identity link and identity capital. Journal of Adolescence . 19: 417–428. A framework for understanding identity formation in an interdisciplinary fashion by addressing the relationship between culture and identity. Grotevant, Harold D. 1987. Toward a process model of identity formation. Journal of Adolescent Research . 2: 203–222. Proposes a model for conceptualizing identity formation that is developmental, contextual and life‐span in scope. Four major components are as follows: individual characteristics, contexts of development, identity process in specific domains, and interdependencies among the identity domains. Weeks 2–4 Neo‐Eriksonian Identity Perspectives (Identity Status, Identity Style, Et Cetera) Berzonsky, Michael D. 1989. Identity style: Conceptualization and measurement. Journal of Adolescent Research . 4: 268–282. A conceptualization of three styles of personal problem solving and decision making – and information orientation that actively seeks and evaluates information, a normative orientation that focuses on internalized conventions, and a diffuse orientation that avoids action until affective cues dictate behavioral reactions. This study measures a validity of a self‐report measure of these styles. Meeus, Wim. 1996. Toward a psychosocial analysis of adolescent identity: An evaluation of the epigenetic theory (Erikson) and the identity status model (Marcia). Hurrelmann, Klaus (Ed.); Hamilton, Stephen F (Ed). (1996). Social problems and social contexts in adolescence: Perspectives across boundaries . (pp. 83–104). xiv, 299 pp. Hawthorne, NY: Aldine de Gruyter. This chapter discusses Erikson's identity theory and Marcia's identity status model, with application to adolescent identity. The author evaluates their empirical validity. Weeks 5–7 Social Identity Perspectives Worchel, Stephen; Morales, J. Francisco; Paez, Dario; Deschamps, Jean‐Claude (Eds.). 1998. Social identity: International perspectives. Social identity: International perspectives. xix, 263 pp. Thousand Oaks, CA: Sage Publications, Inc. This books brings together the latest empirical and theoretical findings in the field of

In this article, we aim to work toward a rich theoretical understanding of the relationship between social identity, professional identity, and school leadership in the context of recognitional power. We approach the relationship the study constructs by problematizing the traditional areas of leadership literature that is marked by veneration of leadership and its functional toolkit that includes traits, attitudes, behaviors, efficiency, productivity, mastery, etc. as antecedents to the leadership process. In addition, the article aims to capture the intersection of professional and social identity considering the relations of domination and everyday practices of recognition. These goals are reflected in two research questions: (1) How do we understand the relationship between school leadership, social identity and professional identity? (2) How do we approach social and professional identities in educational leadership studies in terms of recognitional power? We propound that leadership literature should include diverse epistemic approaches, problematize the structural inequalities and the institutionalized relations of recognition and recognitional power, and problematize the intersection of social identity, professional identity, and recognitional power.

Identity is a concept that consists of many concrete and abstract elements, both individually and socially. Individuals form groups emotionally and consciously within the framework of this concept and build different social identities. Social identity brings individuals together within their groups around similarities and differences, completing it as an integral part of their own self. Social identity constructs individuals and groups in societies by representing them with many character traits and self-creation motivation. Language is one of the most important characteristics in self-motivation and representation in the social identities of individuals and groups. Spoken language and its varieties (dialects) shape the identity of the individual throughout their life from birth and help them to reveal their subjectivity within the framework of a separate social group identity. Spoken language and its varieties (accent/idiom/dialect) shape the identity of the individual throughout their life and help them to reveal their subjectivity within the framework of social group identity. The subject of this study is the status of the dialect element as one of these preserved features constituting and developing the social identity of the individual in the city of Bursa. Data were collected through field research, using the qualitative analysis method. As the structure of dialects is most intensively observed in villages, the sample consisted of people selected only from the villages of Bursa city, mountain villages in particular. The people chosen in terms of representation ability were individuals with different characteristics pertaining to education, age, and occupational groups. The linguistic features and structure of the dialect used in Bursa are not examined in the study. The aim of the study is to reveal, with the qualitative field study conducted with the source persons, that the social identity approach is one of the representations that builds the individual and society.

We examined the extent to which intersectional social identities combine to shape risks of loneliness and identified the specific social clusters that are most at risk of loneliness for more precise and targeted interventions to reduce loneliness in a Swiss municipality. Based on data collected using participatory action research, we used the novel multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) to estimate the predictive power of intersectional social attributes on risk of loneliness. We found that 56% of the between‐strata variance was captured by intersectional interaction but was not explained by the additive effect of social identities. We also found that nationality and education had the strongest predictive power for loneliness. Interventions to reduce loneliness may benefit from understanding the resident population's intersectional identities given that individuals with the same combinations of social identities face a common set of social exposures relating to loneliness.

Research on the development of social identities in early and middle childhood has largely focused on gender; increasingly, however, theory and research have addressed the development of ethnic/racial, social class, sexual, and immigrant identities. Moreover, it is assumed that individuals’ thinking about and articulating of the intersectionality between their social identities emerge in adolescence and young adulthood, but a growing body of work has shown that minoritized children conceptualize their intersectional identities by middle childhood. This article reviews that work and addresses how interdisciplinary scholarship and quantitative and qualitative methodologies can deepen our understanding of the development of social identities and intersectionality. We take a contextual approach to investigate how relational and cultural contexts contour the socialization of social and intersectional identities. Most of our review focuses on theory and research in the United States; however, because we aim to consider immigrant identity, we also include theory and research on how immigrant families and communities help minoritized children and youth navigate their identities in schools and communities and cope with discrimination.

This article reflects on the concepts of cultural diversity, belonging and identity which inform important debates for managing ‘difference’ in contemporary European societies. These address issues relating to transnational migration, ethnic diversity and racialisation in a range of social contexts. The article also reflects on the concept of intersectionality as a means of developing a more integrated analysis of social divisions and identities relating particularly to gender, ethnicity and class. It is clear that once we focus on the intersectionality of social divisions and identities, we can move away from essentialised notions of culture, difference and belonging. However, the complexity of social divisions and their inter-relations, both as analytical categories and as categories of practice, asks us to rethink the terms that we use for understanding both identity formations and forms of inequality. This article considers the utility of a more intersectional framing and the notion of translocational positionality in understanding the articulation of social identities.

Purpose As a type of mixed methods research, the exploratory sequential design is employed when the aim is to interrogate a topic before collecting any quantitative data. The Aspect of Iranian EFL (English as a Foreign Language) Students’ Identity Orientation Scale (AIESIOS) is used to assess EFL students’ social identity. Student social identity encompasses six orientations: personal, relational, social, collective, cultural and religious identity. This resulted in a measurement scale consisting of 55 items. Design/methodology/approach The factorial design was inspected through the administration of AIESIOS to 518 EFL students. In phase 1, involving five experts, the most frequent themes were extracted through conducting open-ended questions in semi-structured interviews. In phase 2, a pilot study was conducted prior to scale distribution. In phase 3, cognitive interviews with 10 students from the sample were held to illuminate the conceptions that have been written. In phase 4, the scale was distributed among 418 students. The factorial design and construct validity, and reliability of the scale, were assessed by performing EFA (Exploratory Factor Analysis) and CFA (Confirmatory Factor Analysis). Findings The findings from the quantitative analyses of EFA, CFA, and the relevant analyses showed that the newly validated scale enjoyed adequate psychometric properties. The results obtained from the interviews (in the qualitative stage) were coded to ensure intra-subject reliability agreement. Accordingly, 50 codes have been extracted to complete the quantitative analyses. The findings also highlighted the significance of examining the six sub-constructs of identity as single factors, as opposed to sufficing a sum score of the six sub-constructs. Both the intercorrelations among the sub-scales and the significant differences among the typology classification groups were detected in separated hypotheses. The operationalization proposed in the scale validation permits the method of measuring six orientations of identity to become conforming to the full theoretical framework of social identity. Research limitations/implications The instrument may facilitate and extend understanding of EFL students’ identity development and serve as a tool to support the process of developing a safe and robust identity in EFL students. Practical implications The AIEIOS might be a practical instrument for researchers and practitioners in the ELT field. It can assist researchers in gathering data and differentiating between EFL learners and discovering longitudinal patterns in the development of social identity among EFL learners. Moreover, future research could centralize its aim on interrogating the relation between social identity of EFL learners and social identity tensions (Amini and Weisi, 2023b; Jones and Abes, 2013; Mili and Towers, 2024). Whereas researchers have recommended these relations, it has not yet been examined pellucidly (Amini and Weisi, 2023a, b; Rezaei et al., 2014). Interrogating these relations may result in a more illuminative understanding of how the development of social identity might occur during the process of becoming EFL learners. Originality/value The AIEIOS is particularly designed for Iranian EFL learners. Learner identity, conceptualized from an identity theory perspective, includes six sub-constructs. The instrument, which is psychometrically valid, can be employed for research and pedagogical objectives, by researchers and practitioners. Utilizing the AIEIOS can be used for broadening the ancillary horizons of the development of EFL learners’ social identity and further can assist instructors and professors to bulwark and strengthen the social identity of their students.

Teaching and Learning Guide for: Why Do People Join Groups? Three Motivational Accounts from Social Psychology

Navigating Identity: The Intersection of Social and Biological Identity from the World War II Battle of Tarawa.

Reviewed by: Student Development in College: Theory, Research, and Practiceby Lori D. Patton et al. Tony Cawthon and Jeff Kenney Student Development in College: Theory, Research, and Practice( 3rdEdition) Lori D. Patton, Kristen A. Renn, Florence M. Guido, and Stephen J. Quaye San Francisco, CA: John Wiley & Sons, 2016, 536 pages, $75.00 (hardcover), $60.99 (e-book) Student Development in Collegeprovides a comprehensive overview of student development theory for graduate students and professionals. Each iteration of the text has guided the trajectory of the field, and the release of its 3rd edition is no exception. Patton, Renn, Guido, and Quaye’s edition is a major reworking with substantial additions and revisions. While some departures from established conventions of student development theory may be jarring, as is forewarned by Evans in her preface, this fully reconsidered edition aligns with the contemporary practice of faculty and administrators and serves to advance thought, practice, and inquiry of student affairs. As with previous editions, readers are provided with a review of student development theory designed for students, faculty, and practitioners. The edition remains a strong introductory text and improves upon the utility of previous iterations of Student Development in Collegeas a reference tool beyond the graduate school classroom. Among the most notable changes from previous editions, readers will find a reorganization in the presentation of student development theories. Departing from the chronological tradition, this edition instead arranges theories according to conceptual and scholarly relevance. Most apparent is the expanded and prioritized attention paid to social identity theory, introduced through critical epistemologies and frameworks. Patton et al. challenge the reader beyond general comprehension of theory, and implores engagement with paradigmatic assumptions and a metacognitive practice of thinking with and about theory. Divided into four parts, part 1 presents strategies for using and translating student development theory. Chapter 1 prioritizes the development of the reader’s vocabulary, provides historical context, and introduces relevant applications of theory. Chapter 2, a notable expansion in the 3rd edition, engages the significance of world view in student development theory, and surveys a number of epistemological frameworks. Consistent with the edition’s investment in concepts of power, privilege, and oppression, the epistemological survey includes discussion of Critical Race Theory, Black Feminism, Postcolonialism, Poststructuralism, and Queer Theory. Prior to delving into the content of specific theories, in chapter 3 the authors explore applications of student development theory and assert the limitations of and necessity to evaluate theory. Part 2 is a robust review of social identity development through a comprehensive, complex, and diligent discussion of these theories. Chapter 4 focuses on core concepts of social identity, introducing accessible frameworks for power, privilege, oppression and the assemblage of such factors in Jones and Abes’s revised model of multiple dimensions of identity. Theories of social identity are described as dynamic and interdependent before individually discussing the nuances of specific social identity frameworks in subsequent chapters. Chapter 5 overviews racial identity development, including multiracial identity development. Transitioning to ethnic identity development and acculturation, [End Page 1064]chapter 6 presents through an array of models the intrapersonal, interpersonal, and societal dynamics of identity and acculturation in a US context. Chapter 7, which concerns sexual identity development, is notably revised in the 3rd edition. While maintaining a specific focus on LGBT exploration and identity, the chapter presents a universal approach to sexual identity development essentially disrupting the bifurcation of queer and heterosexual experiences. Gender identity development, chapter 8, is reviewed in a manner that problematizes cis-normative relationships of physical sex, gender identity, and gender expression and includes development discussions inclusive of trans* college students. Chapter 9 overviews established faith identity development frameworks including Fowler and Parks with notable inclusions of Astin, Astin, and Lindholm’s scholarship in college student religiosity and emergent theories of Muslim and atheist identity development. Chapter 10 introduces a new emphasis on disability identity development and reviews various historical frameworks through which differently abled people have been conceptualized, concluding with a contemporary and relevant social justice perspective. Chapter 11 also invests new emphasis on social class identity development, providing language and frameworks to articulate and describe diverse class experiences. Consistent with the authors’ commitment to intersectionality...

The Integrated Capacious Model of Leadership Identities Construction (ICM) is a framework for understanding leader identity that integrates four extant leader identity theories with the systems and influences in the Capacious Model of leader identity. The ICM's systems (Individual System, Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem) contextualize leader identity in time and space; its influences (Purpose/Calling, Self‐Identity, Social Identity, and Relationships) pinpoint select factors that affect the construction of leader identities; and its integrated theories (Narrative Identity, Identity Theory, Social Identity Theory, and Social Constructionism) address the leader identity construction process. The ICM speaks to calls for interdisciplinary, multi‐level frameworks that are situated within the stream of scholarly literature on leader identity, as the model presents leader identity as a construct located across space, time, and people, rather than the purview of a heroic leader or single instance of identity claiming. Connecting established identity theories, systems, and influences results in a descriptive, practical model of leader identity. Examples are provided of the practical utility of using the ICM as a diagnostic tool for constructing a leader identity, designing leader development programs, and identifying gaps in leader identity scholarship.

The purpose of this paper is to study identity issues from different points of view. The analysis is based on the economic science tools. Economic identity introduces a framework that develops the emerging literature on personal identity by using a form of production functions in order to depict investment decisions in social identities. In particular, it focuses on the interpretation of the production functions. The proposal uses the structures of the social realm that are external to the individual, but which can affect his/her social identity. The concept of personal identity in economics has received a lot of attention in recent years. The use of personal identity requires expanding the psychology foundation behind the concept of identity in economics in order to account for the psychological dimension of what is required when trying to maintain a personal identity. This paper tends to examine the usefulness of considering developmental psychology in addition to the traditional social psychological foundation of identity economics within a framework of institutional economy and economic identity based on so-called insiders – scientific category.

The literatures on the ways in which social identity and social position (e.g., gender, class, race) inform altruism have developed orthogonally. In this community-based qualitative study we use intersectionality theory to explore the complex ways in which social identity and social structures jointly influence altruism among African American adults (n = 40) in an urban, economically distressed housing community in New York City. Content analysis of participants’ narratives reveals the ways in which gender, race, ethnicity, class, age, and urbanicity work in tandem to create differential patterns of vulnerability, differential needs, differential commitments to caring for particular subgroups, and informs how altruists are perceived by others. The implications of this work for future research on altruism are highlighted.