Phenomenology of policewomanhood: gendered police culture, identity negotiation, and lived experience in Indonesian policing

Historical sociological perspectives posit professional identity to emerge from socialisation and attainment of ‘traits’ considered unique to and distinguishing of a profession. Such essentialist understandings, however, cannot account for group heterogeneity, nurses’ lived experiences, nor the fluidity of professional and personal identity. This article conceptualises professional identity as being both individual and collective, influenced by context, involving subjective meaning-making, and membership to a specific professional group. Drawing on ethnographic data gathered through participant observation and semi-structured interviews with Critical Care Nurses in an Intensive Care Unit in regional Australia, we identify four themes that reveal different aspects of professional identity: conceptualising professional identity; professional identity as a title and legislative requirement; professional identity as qualifications and training; and professional identity as a social performance. The findings demonstrate that Critical Care Nurses hold multifaceted perceptions of professional identity. While they collectively distinguish their nursing training, knowledge, and practice from other nurses, they struggle to articulate what professional identity is, while creating boundaries between different forms of nursing education and qualifications to construct their professional identity. These uncertain and diverse meanings of professional identity contribute to nurse identity ambiguity, while also reflecting the necessity of flexible individual and collective nursing identities.

The development of a robust professional identity is a pivotal aspect of every healthcare professional's educational journey. Critical social perspectives are increasingly influencing the examination of professional identity formation within healthcare professions. While understanding how disabled students and practitioners integrate a disability identity into their professional identity is crucial, we have limited knowledge about the actual formation of their professional identity. This study aims to investigate how disabled students and clinicians in healthcare professions actively shape their professional identity during their educational and professional journeys. We conducted in-depth semi-structured interviews with 27 students and 29 clinicians, conducting up to three interviews per participant over a year, resulting in 124 interviews. Participants represented five healthcare professions: medicine, nursing, occupational therapy, physical therapy, and social work. Employing a constructivist grounded theory approach, our data analysis revealed two prominent dimensions: (a) The contextualization of identity formation processes and (b) The identity navigation dimension in which the professional identity and disability identity are explored. This emerging model sheds light on the dynamic processes involved in identity formation, emphasizing the significance of a supportive environment for disabled students and practitioners. Such an environment fosters the negotiation of both professional and disability identities. Moreover, this study recognizes the importance of a re-examination of the concepts of professionalism and professional identity in healthcare professions. In conclusion, this research underscores the importance of understanding and supporting the multifaceted identity formation processes among disabled individuals within healthcare professions.

Reviewed by: Single Mothers in Contemporary Japan: Motherhood, Class, and Repro ductive Practice by Aya Ezawa Yoko Yamamoto (bio) Single Mothers in Contemporary Japan: Motherhood, Class, and Repro ductive Practice. By Aya Ezawa. Lexington Books, Lanham MD, 2016. xxvi, 127 pages. $84.00, cloth; $78.50, E-book. Mothers have been one of the central topics in studies on Japanese families and education. Since the 1970s, middle-class to upper-middle-class Japanese mothers, in their role as "professional housewives," have enjoyed a reputation as a critical agent contributing to family members' well-being and children's healthy and successful development. Over the last few decades, more studies have demonstrated diverse forms of motherhood and mothering, especially by examining working-class mothers whose major responsibilities include contributing to family finances. Nevertheless, studies on Japanese mothers in poverty as well as those outside marital status are still scarce, particularly in English-language literature. The rate of single mothers is relatively low in Japan. However, about 60 per cent of single mothers in Japan live in poverty (p. xii), which is significantly higher than the proportion in other developed nations, even though the majority of them work. Thus, studies on single mothers offer insights into persisting gender hierarchies and inequality that lead to structural and psychological barriers to women in Japan. In Single Mothers in Contemporary Japan: Motherhood, Class, and Reproductive Practice, Aya Ezawa skillfully depicts the "gendered meanings of social class" (p. xii) through her analyses of single mothers' life trajectories, experiences, and perspectives as mothers and working women. Ezawa delves into the variations and diversities among single mothers, especially across generations and social classes, in addition to commonalities in their experiences related to mothering. Her research method focuses on qualitative analyses of life-history interviews with 59 single mothers with preschool-aged children in Tokyo that were collected from 1998 to 2000. In 2004 and 2005, she conducted follow-up interviews with some of the original women and additional mothers with older children. Her research also included ethnographic fieldwork and participant observation at events and meetings providing support for single mothers. She intentionally recruited single mothers who were born in different generations, ranging from the 1950s to the 1970s. In so doing, she was able to capture shifting ideals of family and motherhood in a rapidly changing social and economic environment that powerfully shaped Japanese women's construction of aspirations and life decisions. [End Page 182] Unlike earlier periods when marriage was viewed in relation to patriarchy and women's subordination, during Japan's economic growth period marriage and family consisting of a salaryman husband and a stay-at-home wife and mother became a symbol of a happy life and the norm of the middle class. Around this time, many people, including women, started to perceive stay-at-home mothers as a symbol of status and achievement for women. Ezawa argues that the challenges faced by single mothers came not only from economic conditions and practical issues such as time management and living conditions but also from negotiations of maternal identities and roles. Single mothers, most of whom worked at low-paying jobs, struggled to provide what, in their minds, ideal and happy families had, such as financial stability (provided by a father) and cultural capital (fostered at home). The book consists of five chapters in addition to the introduction and conclusion. After describing the overview of this study and the research method in the introduction, chapter 1 provides careful literature reviews on shifts in family systems during the postwar era and on women's life courses, along with the development of professional housewife ideals. This section also describes social policy, economic status, and employment opportunities for single mothers. Chapters 2 and 3 focus on women's life stories based on analysis of the interviews, including their childhood experiences and socialization processes in the prebubble and bubble generations, respectively. Chapters 4 and 5 move on to elaborate women's experiences, views, and attitudes toward childrearing and negotiations of identities as single mothers. These chapters also highlight the challenges facing single mothers, such as structural discrimination and work-life balance. Sometimes, I found it difficult to keep track of some...

This paper reports findings from interviews with practicing public librarians in Aotearoa New Zealand. It details respondent understanding of influences on perception and behaviour, and critical incidents as they relate to librarian professional identity. In-depth semi-structed interviews were conducted with forty practicing public librarians. Interviews were analysed with an inductive approach. Findings report on sample tendencies of dominant influences on practitioners’ perception and behaviour, impacting professional identity development over time. Dominant influences are respondent understanding of the strongest aspect they understand to influence their professional identity for both their individual perception of their professional identity and social factors influencing their professional behaviour. Findings also report on the identity negotiation process prompted by critical incidents, whose criticality is reliant on individual perception of incident in relation to professional identity. This process outlines affective response to the critical incident as a gateway to identity negotiations, leading to a discovery and/or growth of an identity facet, which will either affirm or undermine identity understanding. This process may be iterative, as meaning ascribed to the incident may change over time. Three theoretical propositions are presented articulating the role of dominant influences and critical incidents on identity negotiations of public librarian professional identity.

Higher vocational education (HVE) curriculum reform has been instituted in recent years by the Chinese government in response to economic imperatives. Reform policy has aimed to improve the performance of HVE colleges in contributing to the development of highly skilled manpower for labour markets through reforming their curriculum to be more responsive to the needs of industry. Discipline heads in HVE colleges may be seen as having a significant leadership role in the implementation of that reform policy. However, there is a dearth of research-based knowledge of their involvement and experience of working in that role. This study, then, sought to investigate discipline heads’ lived experiences of implementing the HVE reform policy. It focused on (1) the heads’ understanding of the policy and how to implement it, (2) the factors influencing their reform efforts, (3) the impact of those efforts, and (4) how the implementation of the policy may be better supported. It was phenomenological in nature, using data obtained through semi-structured, in-depth interviews with 15 HVE discipline heads from two public HVE colleges in a city of the Yangtze River delta. Participants were selected from a diversity of vocational education disciplines. Thematic analysis was used to identify emergent concepts in each of the focal areas. The findings suggested participants' understanding of reform policy was initially limited but that they accessed interpretations that eventually facilitated understanding. Twelve emergent factors were identified as important in influencing participants’ implementation: commitment to the curriculum reform, industry involvement in it, relationships with industry, industry feedback, industry experience and knowledge, professional development, teacher recruitment, funding and facilities, the rewards and recognition scheme, teachers’ response to curriculum reform tasks, teacher collaboration, and student attitudes to learning. The participants’ engagement with the process was seen as leading to a sense of frustration on their part, unethical practice, a sense of achievement, and only limited impact on student learning. Their implementation of the reform policy was found to call for: more professional development, greater industry involvement, increasing funding and facilities, more systemic incentives for industry involvement, reform of the recruitment system, more authority to discipline heads, and more official collaboration with industry. It was concluded that implementation of the reform policy was influenced by the following contingencies. The implementation was facilitated by (1) the multiple interpretations of key aspects of the reform policy across the college managers, educational experts, educational materials, and the research participants. However, the implementation was limited by (2) the lack of a systemic response to the need for industry involvement, (3) the recruitment of inappropriate teachers, (4) insufficient funds and facilities, (5) a flawed rewards and recognition scheme, (6) authoritarian college leadership, and (7) the challenges posed by the curriculum reform to the discipline heads’ professional identities and their vocational education practice. Four implications for the implementation of curriculum reform in HVE were identified: (1) that government and HVE colleges should provide informative policy interpretation in order to facilitate discipline heads’ and teachers’ policy understanding and implementation; (2) that discipline heads and teachers should work to create a collaborative culture in support of the implementation; (3) that government and HVE colleges should ensure that the key implementation decisions are grounded in the lived realities of the discipline heads and teachers responsible for the implementation; and (4) that government and HVE colleges should work to create sufficient accessible opportunities for discipline heads and teachers to ensure the strength and depth of their industry experience. Further research was recommended into: (1) the factors contributing to the diversity of interpretations of HVE reform policy and the impact of that diversity on policy implementation; (2) the effectiveness of different kinds of professional development in facilitating HVE teachers’ industry knowledge; (3) different kinds of rewards and recognition schemes and their impact on HVE reform policy implementation; and (4) the implementation of HVE reform policy across different socio-economic and cultural contexts.

The Church as an organization provides a wealth of research opportunities to explore how the process of identity construction and negotiation function. The present work, therefore, is a study of members’ identity construction and negotiation in an African Pentecostal Prayer Camp, Moment of Glory Prayer Army (MOGPA). Through the theoretical frameworks that build on the constructs of communication theory of identity and the identity negotiation theory, this ethnographic study explores the identities constructed by the members of this organization and how they negotiate those identities in their quest for physical and spiritual wholeness. An analysis of the data collected shows that participants through their performances at the prayer camp gatherings construct multifaceted personal, gender, social, ethnic and professional identities. The ethnographic study also revealed that in negotiating their identities, the strategies adopted by participants included acts of adornments, socialization and immersive participation. The study concluded that identity construction and negotiation of members come through the process of social interactions and learning and impacted by the identity of the Prayer Camp’s. Keywords: Identity negotiation, ethnography, prayer camp, Pentecostalism, social interaction DOI: 10.7176/RHSS/10-24-03 Publication date: December 31 st 2020

In this article, we explore the reality of Icelandic preschool teachers who are, as in most other countries, predominantly female. The gendered nature of the role and the current identity adopted by preschool teachers appear to impact on their perceived status and professionalism. In this process, stakeholders in early childhood education (ECE), as well as the preschool teachers themselves, play important parts. The question that underlies the paper is: ‘How do the views of preschool teachers and stakeholders in ECE affect the preschool teachers’ professional identity?’ The data used to answer the question are from focus group research carried out with preschool teachers and stakeholders in ECE in one community in Iceland. These stakeholders, besides preschool teachers and staff within the preschools, were parents, professionals at the municipal preschool office and politicians. The theoretical perspective informing the methodology of the research was ‘symbolic interactionism’ and the concept of ‘democratic professionalism’ was used as an aspirational framework to analyse the data. The findings reveal connections between the ideology relating to the preschool teachers’ educational role, their limited leadership and the gendered views of stakeholders. At the end of the paper, implications and recommendations for preschool teachers are suggested.

This longitudinal study explored the professional academic identity development of female academics before and after obtaining their doctoral degrees. The aim was to identify areas to target to support the development of robust professional identities of the academics. Using a narrative research approach, two female academics were interviewed repeatedly over a period of three and a half years. This was complemented by e-mail conversations. Symbolic interactionism and self-efficacy theory were utilised as lens to interpret the data. The research offered three key findings. It revealed that obtaining a doctoral degree does not automatically develop the desired professional identity. The study identified five areas to target when supporting female academics in their identity development. Self-efficacy permeated all five areas.

Phenomenon Clinical teachers perform overlapping tasks in education and patient care. They are therefore expected to juggle many professional identities such as educator and clinician. Yet little is known about how clinical teachers negotiate their professional identities. The present research examined the lived experiences of clinical teachers as they manage and make sense of their professional identities in the context of a faculty development program. Approach This study adopted interpretative phenomenological analysis, which is an idiographic and inductive methodological approach that enables an in-depth examination of how people conceptualize their personal and social worlds. In-depth semi-structured individual interviews were conducted with six purposively sampled Brazilian clinical teachers who were attending a faculty development program. Each participant’s lived experience was analyzed independently. Then, these individual analyses were compared against each other to identify convergence and divergence. Findings Participants recognized one identity, which was labeled as embedding identity, containing other identities and roles. Participants integrated their professional identities in agreement with their personal identities, values, and beliefs, striving thus for identity consonance. Participants understood their craft as a relational process by which they wove themselves into their context and entangled their experience with that of others. They, however, diverged when recognizing who their peers were; whereas some named a single professional group (i.e., family physicians), others had a more comprehensive view and considered as peers healthcare professionals, students, and even patients. Finally, participants identified time constraints and lower prestige of family medicine as a medical discipline vis-à-vis other specialties as challenges posed by their contexts. Insights Clinical teachers have multifaceted identities, to which they give a sense, manage, and integrate into their daily practice. Participants recognized an embedding identity and looked for common points between the identities it contained, which allowed them to meaningfully reconcile the different demands from their overlapping professional identities. Thus, this research introduces the notion of embedding identity as a strategy to make sense of many professional identities. Variability in the embedding identities depicted in this investigation suggests the fluid and contextualized character of professional identity development. How participants saw themselves also influenced how they behaved and interacted with others accordingly. Understanding clinical teacher identity development enriches current perspectives of what it is like to be one of these medical professionals. Faculty development programs ought to consider these perspectives to better support clinical teachers in meeting the overlapping demands in education and patient care.

The structure of the health system in Oman has developed at a rapid pace, such that some facilities are now comparable with those of developed countries. Radiology departments have largely developed from small units to large ones, housed in modern and state-of-the-art departments with modern radiographic imaging modality services and up-to-date technologies. The radiography services in hospitals have expanded to include advanced imaging modalities such as Magnetic Imaging Resonances (MRI), Radionuclide Imaging (RNI), cardiovascular imaging, Radiotherapy, Cardiac CT, Oncology CT, Radiology Information system (RIS) and Picture Archiving Communication Systems (PACS). The delivery of the best quality of radiography services is hindered, however, by the MoH being the main agency in the health care system that issue regulations and policies. In addition, Omani radiographers function outside of any professional regulations. This study is therefore undertaken to explore the lived experience of the professional socialisation of Omani radiographers. Through exploring the radiographers’ lived experience in constructing their professional identity, describing the process of constructing thier professional role identity, and understanding how professional socialisation affects professional commitment. The study involved interviews with 19 radiographers and analysis of contextual material. The interviews were conducted face-to-face, in Arabic, using a phenomenological approach. The data from the translated transcripts were managed and coded using Nvivo 10 software. A thematic analysis approach was adopted to analyse the data. The analysis of the data revealed three main categories: Omani radiography practice in context, radiography culture and working life in Oman, and the professional identity of Omani radiographers. The outcomes of the study of the Omani radiographers’ lived experience revealed ineffective systems and regulations, an absence of structures to guide and support radiographers in their professional development, a poorly defined culture, and inconsistent leadership and management in radiography departments. In conclusion, the findings disclosed a complex and negative socialisation process that undermines Omani radiographers’ attempts to be recognised as professionals.

The training of clinical psychologists is conducted by staff, trainees, service users and carers. Often those working in clinical psychology do so due to their own lived experiences. These stakeholders may require having to navigate both personal and professional identities. Whilst there is motivation to make visible their lived experiences, this action may differ dependent on the roles they are in. This study aimed to understand identities within UK clinical psychology training and to enable effective teamworking. Focus groups were used to socially construct and explore identity constructions of groups in clinical psychology training. The data were thematically analysed using a social constructionist lens. Four themes were found. Theme 1 identified 'dynamics of identity' where personal and professional identities were 'integrated', 'separated', 'permeable' or 'visible/invisible'. Theme 2 found the 'impact of language and labels to rebalance power', encompassing, 'expectations and invalidation of a label' and motivations to 'rebalance the power'. Theme 3 constructed 'learner' and 'expert' identities for each group, and Theme 4 found 'Them & Us divisions' that speak to the 'Barriers', between groups that participants wanted to bridge through modes of 'Connections'. This is the first study to use focus groups to socially construct and explore identities in clinical psychology training. The research gives clarity to identities in clinical psychology training, identifying the unique and common ways different stakeholders negotiate professional and personal identities that can promote understanding between stakeholders and better collaboration.

This article focuses on the analysis of the display, negotiation, and construction of competence and (professional) identity in a relatively young field of personal and professional development: coaching. Based on a corpus of German and English coaching sessions, the related study utilizes a multidisciplinary approach, combining ethnomethodology, conversation analysis, membership categorization analysis, and discursive psychology. In the analysis of a first business coaching encounter between professional and client presented in this article, competence can be seen as part of the coach’s professional identity, as it is co-constructed on a moment-to-moment basis by both coach and client in and via their talk-in-interaction. While the membership categories of “coach” and “client” set the framework for the analysis, a more detailed description of the specific interactional activities of the two interactants is needed in order to get a grasp of the notions of competence and professional identity. For this analytical purpose, an extension of Zimmerman’s model of identity is suggested on the level of situated identities.

This study aimed to explore the lived experiences of Saudi female nurses working in mixed-gender healthcare environments and understand how they navigate professional identity while managing cultural expectations in Saudi Arabia's evolving healthcare landscape. A descriptive phenomenological qualitative study grounded in symbolic interactionism was conducted using in-depth semi-structured interviews with 20 Saudi female nurses working in mixed-gender healthcare settings in Riyadh. Interviews were conducted in Arabic and systematically translated using forward-backward translation protocols. Data were analyzed using Colaizzi's phenomenological analysis framework to identify essential themes and meanings. Trustworthiness was established through credibility, dependability, confirmability, and transferability strategies, including member checking with 6 participants, peer debriefing, and comprehensive audit trails. Four major themes emerged: (1) Reconciling Traditional Values with Professional Duties, (2) Negotiating Gender Dynamics in Clinical Practice, (3) Developing Professional Identity Amid Cultural Tensions, and (4) Organizational Support and Environmental Adaptation. Participants demonstrated remarkable resilience in balancing cultural expectations with professional responsibilities while developing sophisticated coping strategies. Saudi female nurses actively construct their professional identities while navigating complex cultural landscapes. The study reveals the need for organizational policies that support cultural sensitivity while promoting professional growth and gender equality in healthcare settings. These findings may inform healthcare workforce development in other Islamic and culturally transitioning contexts.

This paper focuses on the process of identity negotiation and formation by Canadian-born youth of Lebanese descent in Halifax, a middle tier city in Atlantic Canada. If multiculturalism, as collective identity and normative framework for national identity building (Kymlicka 2004) involves a negotiation between “us, them and others” (Winter 2011), how does individual identity negotiation and formation for the Canadian born of Lebanese descent take place in this context and does it partake in the collective identity? Our question is then essentially about the multicultural experience of youth, their lived experience of multiculturalism. Through sixteen qualitative, in-depth interviews with Canadian-born youth of Christian Lebanese origin, we collect and analyze data about the definition of identities, their meanings to participants, and the ways in which such identities were formed through lived experiences in families, schools, community and employment. The alienation and “otherness” felt up to high school completion is gradually replaced by a hybrid ethnocultural identity including attributes from local mainstream and parental cultures. Throughout the research, we underscore the significance of “place” in shaping the lived experience and identities of youth. Cet article porte sur le processus de la négociation et de la formation de l’identité chez les jeunes d’origine libanaise nés au Canada et vivant à Halifax, une ville de niveau intermédiaire (‘middle tier’) sur la côte atlantique du Canada. Si le multiculturalisme, en tant qu’identité collective et cadre normatif pour la construction de l’identité nationale (Kymlicka 2004), implique une négociation entre «nous, eux et les autres» (Winter 2011), comment, dans ce contexte, la négociation et la formation de l’identité de l’individu pour les Canadiens de naissance d’origine libanaise, prendelle part à cette identité collective? Notre question se pose donc essentiellement sur l’expérience multiculturelle de la jeunesse et son expérience vécue du multiculturalisme. Seize entrevues qualitatives et menées en profondeur auprès de jeunes chrétiens d’origine libanaise nés au Canada, nous ont permis d’assembler et d’analyser des données sur la définition des identités, de leurs significations pour les participants et sur les façons dont elles se sont formées à travers les expériences vécues dans les familles, les écoles, la communauté et le travail. L’aliénation et l’«altérité» (‘otherness’) ressenties jusqu’à l’achèvement des études secondaires sont progressivement remplacées par une identité hybride ethnoculturelle incluant des attributs de la culture principale locale et de celle des parents. Tout au long de la recherche, nous soulignons l’importance de la «place» dans l’élaboration de l’expérience vécue et de l’identité des jeunes.

The world of the Palestinian journalist is complex, difficult and emotional. This project examines how journalists trained in what Americans would consider conventional professional values see themselves. A survey of 75 Palestinian journalists is augmented by the self-reports of sixteen long interviews that give insight into the negotiation of personal and professional identities.