School socialisation and identity formation among Hungarian deaf youth in Romania

Acts 15:1-35 has been interpreted from different perspectives for decades, and several results were obtained from these methods, the historical-critical method (Dibelius, 2004; Haenchen 1985, Feminist criticism Fiorenza, 1999), among others. The multiplicity of identities has been a topical subject in contemporary times, as shown by the prevalence of scholarly conversations and literature. It is imperative to note that identity formation occurs in a maze of complex and numerous connections. Identity formation is neither a stable nor complete but rather an ongoing process of ‘becoming ‘regularly (re)visited and (re)shaped. These are fundamental insights into understanding identity in contemporary times. The main thrust of this article is to interrogate and rethink the historiographical (re)construction of identities in Acts 15 from a social identity complexity paradigm. To identify the identity formation of the different ethnic and social boundary markers in Acts 151ff.This article demonstrates the use of Social Identity Complexity theory (SIC) on the Jerusalem Council (Acts 15) and various ethnic boundaries in Luke’s community. It seeks to analyse and interrogate the ethnic and social boundary markers that caused conflict in the community of Luke. The overlap complexities among different ethnic and social groups will be considered in this article. The article argues that SIC theory helps to locate Luke’s theology and the manner he juggles in solving the various social identities. The article also utilises documentary analysis as a complementary method to gather data from books, articles and reports to understand the phenomenon under study. The main contention in this study is that identity construction is a complex and troubled terrain which destabilises previously by identifying the social categories projected through the three models and how identities entangle intricately and overlap, resulting in fluidity and ambivalence of social identity boundaries.

BOOK REVIEWS Deaf Students and the School-to-Work Transition. T. A. Allen, B. W. Rawlings, and A. N. Schildroth. Paul H. Brookes (publisher), Baltimore, MD, 1989. Deaf Students and the School-to-Work Transition summarizes current policy and practice in supporting deaf students in accessing education and work after they exit secondary education. The major part of the book documents a research project conducted at Gallaudet University's Center for Assessment and Demographic Studies (CADS)— historically a leader in researching the characteristics of deaf youth and their education in the United States. Although most research carried out by CADS has focused on the characteristics of deaf youth and assessment of their academic achievement, the study reported in this book focused directly on educational and rehabilitative practices with deaf youth who are preparing to leave secondary education. The fields of deaf education and rehabilitation can certainly benefit from such a study. The authors drew upon several sources for their data. For information about deaf high school students, they relied on demographic information from the Annual Survey of Hearing Impaired Children and Youth and a questionnaire sent to a sample of deaf students concerning their occupational status while in school. For information about the type of career training provided to students, a questionnaire was sent to programs serving deaf high school students. Another questionnaire , which focused on career training opportunities used by students, was sent to counselors in the programs. Data from these sources provided information about (1) the nature of the vocational training received by deaf students in the schools; (2) the involvement of vocational rehabilitation and other agencies in vocational education; (3) the work experiences of deaf students while in school; (4) the role of assessment in assisting vocational guidance of deaf students; (5) the degree to which schools and vocational rehabilitation enter into formal agreements; and (6) an analysis of the drop out rates for deaf high school students. The chapters that discuss these topics provide abundant statistical information about the services available to deaf students as they prepare to exit the relative shelter of the high school environment. From my perspective, the statistics about high drop out rates for deaf students are alarming, and do not bode well for improving the occupational status of deaf people. When I begin to read a book, I usually search for some statements addressing its purpose and for whom it is intended. However, the authors did not state why they decided to address the transition topic. Such a statement might have provided better direction for discussing the results. In many ways, the final section of the last chapter, which addresses changes in the American work force, would have provided a good rationale for the transition study. Rapidly changing technology and the demands it makes on the work force will certainly challenge educators and rehabilitation personnel to find ways to ensure that young deaf people will be prepared to cope with the changing world. The book is an excellent documentary of the state of the art in preparing deaf people for the world beyond high school. It does little, however, to suggest what might be done to address the issues raised. From a policy perspective, the book provides a wealth of data documenting the lack of preparation and coordinated services for young deaf people preparing to enter the world after high school. It especially emphasizes the fact that minority deaf students are at even more risk than their nonminority peers. With the exception of the chapter on assessment, little in the book suggests ways of improving the services provided to deaf students by teachers, vocational counselors, and réhabilitation counselors. But for persons concerned with influencing public policy related to deafness, for academicians doing research in the area of deafness, and for administrative personnel in a position to influence practice in the delivery of services, the book will provide insight and support for their actions. Gerard G Walter Director Center for Postsecondary Career Studies in Deafness NTID/RIT Rochester, NY 252 AAD Vol. 137, No. 3 ...

Review: <i>Belonging: An Autoethnography of a Life in Sign Language</i>, by O’Connell, Noel

This paper explores the concept of group belongingness and investigates the formation, maintenance, and influencing factors of social identity and group membership. Drawing upon social identity theory, the paper examines the processes involved in the formation of social identity, including social categorization, social identification, and social comparison. It also explores the various factors that influence the formation of social identity, such as personal characteristics, group characteristics, and the social context. Additionally, the paper discusses the importance of maintaining social identity and group membership, as well as the challenges and barriers to this maintenance. Furthermore, it examines the individual, group, and societal factors that influence social identity and group membership. The paper also delves into the different research methods used to investigate social identity and group membership, including quantitative and qualitative approaches. Finally, the implications and applications of understanding group belongingness are discussed, along with future research directions. The findings highlight the significance of fostering group belongingness for individuals and society as a whole.

The concept of ‘apal’, or envy, plays a significant role in shaping individuals' self-perception and emotional well-being within society. Rooted in social comparison and external expectations, ‘apal’ often leads to self-deprivation, where individuals diminish their sense of worth and potential. This study explores how ‘apal’ influences self-deprivation through emotional experiences such as shame and anxiety, and how societal expectations, peer comparisons, and social media amplify these effects. Using an ethnographic research design, this qualitative study was conducted in Paoay, Atok, Benguet. Data were gathered from 15 participants through semi-structured interviews and participant observation. Thematic analysis was used to interpret patterns related to ‘apal’, self-deprivation, and identity formation. Findings reveal that ‘apal’ is primarily driven by social comparisons and societal pressures, leading to emotional distress, diminished self-worth, and identity loss. Participants also identified strategies to cope, including authentic self-expression, resilience, and balancing societal expectations. The influence of ‘apal’ is guided by relational dynamics and is further explained through Relational Theory, Self-Presentation Theory, Social Identity Theory, and the Looking-Glass Self. ‘Apal’ fosters a cycle of comparison, emotional struggle, and self-deprivation. By understanding its relational and societal roots, this study highlights the need to foster environments that support authenticity, mental well-being, and reduced social comparison.

This paper discovers the social identity construction of K-pop (Korean popular music) fans in Pakistan, focusing on their understanding of social categorization, identification, and comparison within the local and global cultural landscape. Drawing on social identity theory and employing a qualitative research design, this study investigates how Pakistani K-pop fans construct and interpret their membership within the fandom, highlighting the unique features of this community in a local cultural context. To gain in-depth insights, 15 semi-structured interviews were conducted with both male and female fans. The study has examined fans' perceptions of boundaries between themselves and non-fans, societal interpretations, and the stereotypes that influence their K-pop experiences. It delves into the personal significance of being a K-pop fan, the impact on self-identity, and the ways fans express their affiliation to the K-pop community. The study explores how participants negotiate their K-pop fandom alongside other dimensions of their cultural and social identities, illustrating the dynamic interplay between global popular culture and local identity formation. The findings reveal the interchange between global cultural phenomena and local identity formation, shedding light on the evolving aspects of fandom culture in Pakistan. By engaging in social comparison, fans develop their connection to the global K-pop community and contrast it with local fandoms. The study contributes to the understanding of the global diffusion of K-pop and its implications for identity construction among K-pop fans. The study contributes to the understanding of the global diffusion of K-pop and its implications for identity construction among K-pop fans.

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

This article explores Social Identity Theory (SIT) as a framework for understanding group behavior and intergroup dynamics. Developed by Tajfel and Turner (1979), SIT examines the psychological processes of social categorization, social identification, and social comparison, which underpin how individuals form group identities and perceive out-group members. The article delves into the core mechanisms of SIT, including the ways in which social categorization shapes in-group/out-group distinctions, social identification strengthens group cohesion, and social comparison drives behaviors aimed at maintaining or enhancing group status. Through the lens of SIT, the article highlights the complexities of loyalty, prejudice, and intergroup conflict, offering insights into the factors that promote cooperation or rivalry between groups. Modern extensions of SIT, such as self-categorization theory, are also discussed to emphasize the evolving nature of group dynamics in contemporary society. The implications of SIT are examined in various contexts, including nationalism, workplace dynamics, and community integration, demonstrating its relevance in both local and global phenomena. Ultimately, the article underscores the importance of SIT in understanding group behavior and provides directions for future research on the evolving nature of group identities in an increasingly interconnected world.

This article examines the influence and impact of the TikTok application on the formation of adolescent social identity in a digital context. TikTok, as an increasingly popular platform, provides interactive features for self-exploration, but it also poses challenges such as social comparisons and the pressure to meet expectations. Emerging identities are often temporary and influenced by rapid trends that are analyzed based on social identity theory. The method used is a literature study, collecting and analyzing relevant sources about the influence of TikTok on adolescents' social identity. This research emphasizes the importance of digital education so that adolescents can use social media healthily. These findings provide insight for parents, educators, and policymakers about identity dynamics in the digital age.

Violence, Otherness and Identity in Isaiah 63:1–6: The Trampling One Coming from Edom

Context: The concept of honor killing is very interesting yet complex to explore. Such killings are out rightly condemned by the society, yet supported by the family. Such unique characteristics and increasingly alarmingly rates of honor killings calls for attention in this area. Aims: The objectives of the present study were to explore honor killings from the perspective of social identity (SI) theory. In addition, it also aims to investigate into the development and alternatives to honor killing. Settings and Design: In order to fulfill the objectives of the study, a village from the state of Haryana was selected for the study. A qualitative study was designed. Subjects and Methods: A sample of 3 participants residing in the village were taken as sample. Purposive sampling was done. A semi structured interview schedule based on components of SI theory (SIT) was devised. Statistical Analysis Used: Thematic analysis was done. Results: Three themes were generated from the data which were social comparison, positive distinctiveness, and attachment to SI. Conclusions: Psychological insights into the process of honor killings can be of prime importance as it can provide new pathways into the understanding and prevention of such killings. However, honor killings is a highly complex phenomenon, hence cannot be understood by SIT alone, therefore there are still unexplored areas of honor killings which still need to be investigated.

Purpose: This study sought to explore the impact of migration on identity formation looking at the second generation immigrants. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the impact of migration on identity formation. Preliminary empirical review revealed that migration experiences profoundly influenced the construction of cultural identities. Through an analysis of diverse experiences, the study revealed the heterogeneous nature of identity trajectories among second-generation immigrants, ranging from strong attachment to ethnic heritage to fluid, hybrid identities. Socio-cultural factors such as family dynamics, socio-economic status, and institutional support played significant roles in shaping individuals' identity formation processes. The findings emphasized the importance of inclusive policies and supportive networks in facilitating positive identity development among second-generation immigrants, contributing to a deeper understanding of identity construction in multicultural societies. Unique Contribution to Theory, Practice and Policy: The Social Identity theory, Intersectionality theory and Acculturation theory may be used to anchor future studies on the impact of migration on identity formation. The study made significant contributions to theory, practice, and policy by elucidating the complex interplay between migration experiences and identity formation among second-generation immigrants. Drawing upon established theories such as Social Identity Theory, Intersectionality Theory, and Acculturation Theory, the study provided a nuanced understanding of the factors shaping identity trajectories. Recommendations included implementing culturally responsive teaching practices, developing interventions to support psychosocial well-being, and adopting inclusive integration policies. These insights empowered educators, mental health professionals, community organizations, and policymakers to create more inclusive and supportive environments for second-generation immigrants navigating their identities within the context of migration.

The study examines how a sample of 210 high‐school immigrant students (ages 14–15) from Ethiopia and the former USSR socially represent their notion of what klitat aliyah (successful adaptation to Israel) means. Prevalent relevant theories—Berry's model of Acculturation Tendencies (BAT), Social Identity Theory (SIT) and Social Comparison Theory (SCT)—suggest three kinds of patterns by which minority or socially weak groups deal with these kinds of situations. These underlying patterns were tested by a 47‐item questionnaire (with a 4‐point Likert‐like scale), constructed from immigrant narratives regarding their klitat aliyah according to SIT, SCT and BAT categories of adaptation strategies. A Guttman non‐parametric Similarity Structure Analysis (SSA) revealed four‐facet organization of items for both males and females in both sub‐samples. These facets, which reflected social representations of Israeli society, were dubbed: Extended Identity, Rivalry Identity, Secluded Identity and Identity Loss. Results did not confirm the underlying categorization of strategies suggested by SIT and SCT, and partially replicated those suggested by BAT. Copyright © 2002 John Wiley &amp; Sons, Ltd.

This qualitative study explores the processes of identity construction and negotiation among three university students in an English Presentation class. Drawing primarily on fieldnotes and interviews, the research demonstrates how communication styles, trust dynamics, and conflict mediation influence identity formation within educational settings. Anchored in Identity Theory and the concept of Communities of Practice (CoP), the study examines three distinct CoPs where identity shaping occurs. The findings reveal that reluctance to engage in team interactions, breaches of trust, and the role of conflict mediation significantly impact group dynamics and identity formation. The study underscores the fluid nature of identity as it responds to social interactions. These findings emphasize the need for fostering inclusive and supportive learning environments that accommodate diverse identities and enhance teamwork. Future research should further investigate these dynamics to deepen our understanding of identity formation in multicultural educational contexts.

In the digital age, social media has become a central arena for constructing individual identities, with its usage showing strong correlations with mental health issues—particularly identity anxiety. While existing research predominantly focuses on how social media engagement duration impacts mental well-being, there remains limited attention to how different platform types shape users identity formation through specific interactive mechanisms.This study integrates social comparison theory with social identity theory, focusing on three core questions: "How does social comparison specifically manifest as identity anxiety?", "How do different social media platform types indirectly influence identity anxiety through social comparison?", and "How do user motivations moderate the relationship between social comparison and identity anxiety?". Using questionnaire surveys with 450 valid samples, we employ frequency analysis, regression analysis, and factor analysis to explore the relationships among social media platform types (independent variable), social comparison (mediating variable), and identity anxiety (dependent variable).The study revealed demographic and social media-related behavioral differences among samples, establishing a foundation for subsequent analyses. The regression model demonstrated strong overall fit, with platform type significantly influencing social comparison and identity anxiety through path coefficients. This supports the hypothesis that "social media platform types indirectly affect identity anxiety levels via social comparison." Visual-oriented platforms tend to trigger upward comparisons that exacerbate anxiety, while strong-connection platforms induce greater anxiety due to peer pressure compared to weak-connection platforms. Motivational use moderated the relationship between social comparison and identity anxiety: users with "self-improvement" motivations exhibited lower anxiety during upward comparisons, whereas those with "social competition" motivations showed higher anxiety. Identity anxiety manifestations aligned with theoretical predictions of social comparison-induced anxiety. This research outlines the mechanisms through which social media platforms influence identity anxiety, providing empirical support for deeper exploration of social media-platform identity relationships. It also offers theoretical references for alleviating platform-induced identity anxiety and optimizing user experience. However, limitations remain, including the absence of direct measurement of specific identity anxiety items and insufficient validation of motivational moderation effects, requiring future optimization.