Student Identity Development Research Articles

Science identity development of alternative school students through a community of learners

Science identity development of alternative school students through a community of learners

The role of vocational identity development and motivational beliefs in undergraduates’ student engagement

The present study examined the role of vocational identity processes and motivational beliefs among 216 undergraduates’ level of student engagement (affective, behavioural and cognitive). Through regression analysis, in-depth career exploration was found to be positively related to the student engagement variables, while career self-doubt emerged as a negative predictor. Identification with commitment was also found to be positively associated with students’ affective and cognitive engagement, but not behavioural engagement. Furthermore, students’ perceived value in academic activities played a critical role in mediating these relationships. Despite the significant associations, other vocational identity processes (in-breadth career exploration, commitment making and career flexibility) and motivational beliefs (competence beliefs and perceived cost) failed to act as predictors and mediators, respectively, as hypothesised. Nonetheless, the current findings demonstrate the importance of vocational identity development in undergraduate students’ learning, and suggest a need for more identity interventions or career counselling services in college and pre-university contexts.

Emerging Between Two Worlds

This study examines career identity formation of Asian American college students from first-generation immigrant families as a model of acculturation. The interaction between collectivist and individualistic values was explored through analysis of longitudinal interview data. The semistructured interviews were conducted with 12 participants across 4 years of college. We utilized a hybrid deductive–inductive approach for thematic analysis of interviews and matrices to visualize longitudinal trajectories. Factors impacting career identity development were family influence—including cultural values, parental pressure, cultural capital and family obligation, and individual characteristics—including identity style, locus of control, and personal motivation. Longitudinal development proceeded along four trajectories: continual foreclosure, moratorium to achievement, foreclosure to achievement, and continual diffusion. Our results indicate that career identity development for Asian American college students is characterized by the interaction between two cultures and individual characteristics. Implications for counseling and higher education are discussed.

Pola Pewarisan Nilai yang Berimplikasi Bimbingan pada Pancakaki Bani Nuryayi

One of family functions is to maintain relationship among generations, where the prior generation leaves the influence to the next generation. The family system built then become widespread, not only has two generations but unfold to many generation in building kinship system. The kinship system in Sundanese culture is known as Pancakaki. The individual and social function of pancakaki varies in each period, so that in historical period, society of Sundanese are able to keep values of Sundanese established by their own social system. Pancakaki not only strengthens cultural identity of ancestor heritage, but also as a means for preparing, maintaining and developing a collaboration relation among members based on their values. As an example of the implementation of the pancakaki, Bani Nuryayi kept strongly maintains tradition that was taught by Kyai Nuryayi. This inheritance is sustainable by using patron-client approach. Therefore, pancakaki becomes an effective education pattern for inheritance of cultural values and tradition to the next generation. The implication on Guidance and Counseling that Pancakaki system as an exclusive means of family as coordinate institution for school in order to support optimalitation of personality development and integrity of student identity.

Understanding the Researcher Identity Development of Counselor Education and Supervision Doctoral Students

Counselor education and supervision (CES) doctoral students play an important role in contributing to knowledge in the counseling profession. CES doctoral students were interviewed to explore their researcher identity, a unique self‐concept that possibly includes research self‐efficacy and interest. Issues critical to facilitating researcher identity development included confidence, the researcher voice, faculty support, and opportunities for research.

Disability identity development model: Voices from the ADA-generation

BackgroundFor persons with disabilities, 2015 was a historic year, marking the 25th anniversary of the Americans with Disability Act (ADA) and the 40th anniversary of the passing of the Individuals with Disabilities Education Act (IDEA). It is important to consider the effects of this fundamental shift towards equal opportunity and participation on persons with disabilities' identity development. In practice, however, there are few empirical studies that have looked at this phenomenon and even fewer models of disability identity development. ObjectiveWe conducted a qualitative study to explore the disability identity development of college students with disabilities. MethodsAt two research sites, we conducted individual interviews and observations with 17 college students with varying disabilities, and used in vivo and structural coding analysis to identify and develop themes. ResultsThe results of this study led to establishing a model of psychosocial identity development for individuals with disabilities. The model highlights four developmental statuses: acceptance, relationship, adoption and engagement. Sharing voices from the participants themselves, we also provide commentary on the possible impacts of this work for healthcare professionals and areas for future research. ConclusionsOur findings suggest that this model of psychosocial disability identity development can help to provide an understanding of the psychological processes that individuals with disabilities go through. The model also has application as a framework for healthcare professionals and psychologists who are working with individuals with disabilities.

Negotiating Academic Identity on a North-American Branch Campus

This paper focuses on transnational education (TNE) and student academic identity development. In recent years many North-American universities opened branch campuses abroad. This phenomenon resulted in growing interest in TNE. However, for the most part, the body of research on TNE reflects the perspective of the home institution, which privileges focus on curriculum design and program administration. There is still need for studies from an ecological perspective. Arguably, more attention needs to be given to the lived experience of students negotiating disparate discourses and conflicting cultural value systems, especially in the Middle East. The author presents a case study of a university on a mega-campus in Doha, Qatar to explore students’ perceptions of their identity negotiation in a new complex social and symbolic space of a TNE campus. Discussing the findings of an exploratory research project, she asks what pedagogical practices can best help students to function between languages and cultures.

Negotiating Academic Identity on a North-American Branch Campus

This paper focuses on transnational education (TNE) and student academic identity development. In recent years many North-American universities opened branch campuses abroad. This phenomenon resulted in growing interest in TNE. However, for the most part, the body of research on TNE reflects the perspective of the home institution, which privileges focus on curriculum design and program administration. There is still need for studies from an ecological perspective. Arguably, more attention needs to be given to the lived experience of students negotiating disparate discourses and conflicting cultural value systems, especially in the Middle East. The author presents a case study of a university on a mega-campus in Doha, Qatar to explore students’ perceptions of their identity negotiation in a new complex social and symbolic space of a TNE campus. Discussing the findings of an exploratory research project, she asks what pedagogical practices can best help students to function between languages and cultures.

Parenting Styles, Identity Development, and Adjustment in Career Transitions

Drawing from self-determination theory, this study examines how does perceived parenting and psychological needs relate to identity development and psychosocial adjustment in Portuguese 12th-grade students ( N = 462) who prepare the transition to higher education or to the job market. Path model results revealed two distinct pathways: a “growth-oriented pathway” from need-supporting parenting to integrated career exploration, commitment-making and well-being via need satisfaction and a “vulnerability” pathway from need-thwarting parenting to both diminished well-being and ill-being through need frustration. Findings suggest that perceived parental support is a protective factor, and parental thwarting a risk factor for career decision-making, but this relation is mediated by the adolescents’ subjective feelings of psychological need satisfaction and frustration. Altogether, they suggest the need to customize interventions with adolescents to address “bright” and “dark” trajectories of identity development and establish a supportive counseling climate that facilitates the exploration of different aspects of self-environment in career transition periods.

Contextual Identities

As the number of international students studying at American universities continues to grow (Institute of International Education, 2014), campuses are increasingly becoming social spaces where the local, national, and international meet. Even though students’ identities may still be developing in college (Arnett, 2000) and their environment may influence their identity development (Erikson, 1968), little research has focused on the effects of this unique context on students’ identity formation. This study investigated the change in international and American student roommates’ ethnic and national identities over the course of one semester at three Midwestern universities. The qualitative results from semi-structured interviews with four undergraduate students suggest that these students were still grappling with their identities in different ways as they acted as discoverers, ambassadors, and negotiators and support a contextual approach to studying identity development in college students.

Cultivating science identity through sources of self-efficacy

PurposeIn an attempt to understand the postsecondary and occupational pathways of minorities who choose to pursue science, technology, engineering and mathematics (STEM) pathways, what this paper offers is an examination of literature that focuses on identity. More specifically, this paper aims to present a research argument that highlights the importance of self-efficacy as it relates to the creation of a science identity for minority students. The authors, in other words, posit that self-efficacy, particularly as it relates to the cultivation of a science identity remains a critical and under-examined component of the STEM success puzzle for underrepresented students.Design/methodology/approachThe conceptual framework used for this paper is taken from two bodies of literature that are used to provide a deeper understanding of the relationship between self-efficacy and science identity – self-efficacy, is grounded in social cognitive theory which posits that achievement is rooted in the bidirectional interaction between behavior, personal factors (e.g. cognitive, affective and biological) and external environment (Bandura, 1986).FindingsDeveloping an understanding of the science identity development for students of color is essential because it helps construct a connection to the belief that science has value and that the student is capable to engage in the sciences successfully.Originality/valueThis analysis widens the scholarly discussion on STEM success for students of color to be inclusive of the critical role that the cultivation of a STEM identity plays in their transition from students at a collegiate level to professionals at a workforce capacity.

Multicultural identity development of foreign college students from international marriage families

This study aimed to discover and understand how foreign college students who come from international marriage families develop their multicultural identities. By using the qualitative research methodology, six foreign college students were interviewed. The major findings from their stories were organized into ten main themes under three categories including given-, chosen-, and globalmulticultural identities. Their multicultural identities were formed and strongly influenced by their parents and church during childhood. They strengthened their multicultural identity by overcoming the challenges or discrimination they faced at school and the greater society. They finally developed global mindsets and perspectives over their chosen multicultural identity. They planned their future careers and personal goals, which are to work for humankind and world peace as global citizens matched with the characteristics of the sixth stage of cultural identity development suggested by Banks(2006). Based on these findings, their multicultural identity given from their family and church became a foundation helping them to chose and achieve their global multicultural identity. It is ‘becoming’ rather than ‘being’. Thus, this study brings some suggestions related to multicultural families and children, and roles of multicultural education in Korea.

Community Service Learning as Critical Curriculum: Promoting International Students' Second Language Practices

Grounded in the whole person perspective of language learners and the concepts of investment and L2 socialization, this qualitative study explores how community service learning (CSL) contributes to international students' L2 practices and identity development. This study finds that CSL creates “a pedagogical contact zone” outside the formal language classroom in which students are exposed to authentic L2 practices and discourse acquisition. CSL is a critical curriculum for students' learning, repositioning, cooperating, and empowering. It transforms the multiple spaces of students' worlds and connects the boundaries between university and community and between foreign culture and American culture. CSL promotes students' L2 practices and positions in the community as worthy cultural and social beings. This study advocates that CSL is a legitimate language practice. It offers students an alternative discourse, community contact, and an invitation to reading and understanding the world. Suggestions for curriculum implications are discussed.

An Introduction to Professional Identity Development for Law Students

Professional identity involves the inner self in relation to the legal profession. It is a lawyer’s personal legal morality, values, decision-making process, and self-consciousness in relation to the practices of the legal profession (legal culture). It provides the framework that lawyers use to make all their decisions. Helping students develop their professional identities is the next step in legal education reform.This paper introduces law students to professional identity development. It explains what it is, it discusses law schools that have professional identity programs or classes, and it tells students how they can develop their own professional identities.

Leadership Identity Development through an Interdisciplinary Leadership Minor

Leadership development among postsecondary students can occur through a variety of experiences; one such experience is a leadership minor. The purpose of this descriptive interpretive study was to analyze students’ experiences while enrolled in a leadership minor with a focus on exploring evidence of leadership identity development. By exploring the leadership identity development of students enrolled in a leadership minor, we sought to provide valuable information for professionals within postsecondary leadership education offering, or planning to offer a leadership minor. Our analysis revealed changes in the leadership identity and skill development of students involved in the leadership minor. Implications and recommendations for leadership development programs, specifically leadership minors, arediscussed.

Predictors of Professional Identity Development for Student Affairs Professionals

This study examined whether professional involvement, supervision style, and mentoring predicted the professional identity of graduate students and new professionals in student affairs. Results of the study show that all three independent variables predicted the professional identity development of graduate students. Supervision style of a supervisor, but not mentoring or professional involvement, significantly predicted the professional identity development of new professionals. Implications and recommendations for future research and student affairs practice are provided.

Study on the leadership Identity Development of Japanese University Students

Study on the leadership Identity Development of Japanese University Students

The meaning of being a pharmacist: Considering the professional identity development of first-year pharmacy students

Background. Professional identity underpins an individual’s perspective in the way they evaluate, learn and make sense of their professional practice. In pharmacy education, the development of a professional identity has remained problematic, which may largely be attributed to the dearth of literature that properly defines, teaches and assesses professionalism. Objectives. To identify and describe first-year pharmacy students’ professional identity and determine whether it changed during the first semester of the ‘Introduction to pharmacy’ course. Methods . Students had to write three sequential reflective reports in which they were expected to identify critical experiences since their enrolment. These served as reference points from which they could frame their sense of professional identity. After grading, each set of reports was ordered according to total marks allocated, of which every tenth report was selected for thematic analysis. Results . Baseline reports indicated that students had a largely stereotypical view of the pharmacist as medicine supplier. Subsequent reports showed a shift in perspective, as students articulated a more complex role for the pharmacist, distinguished between the pharmacist’s role and that of other health professionals, and formulated the pharmacist’s positive value for society. Conclusion . Our findings describe the attempts of first-year pharmacy students to internalise a professional identity during a first-semester module. By applying concepts of social identity theory to sequential reflective assignments, an emerging professional identity could be interpreted, which was denoted by an increasing sense of belonging to the pharmacy profession.

A measure of professional identity development for professional education

The purpose of this study was to create a new scale with a validated construct to measure professional identity development in students being prepared to become new practitioners. Using the new survey instrument (named the Professional Identity Five-Factor Scale), data were collected from a polytechnic with students enrolled in a wide range of professions. The confirmatory factor analysis found the construct valid and stable across independent samples from the same student population. When the sample was divided into two groups (high and low scores) based on the overall Professional Identity score, the stronger professional identity group scored significantly higher than the other group in all five factors. Our analysis also found the measure reliable using coefficient H as the indicator. Besides a new scale to measure, the underlying construct can also be used as a general guide or framework for the development and evaluation of professional education programmes.

Mentoring, Undergraduate Research, and Identity Development: A Conceptual Review and Research Agenda

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences.