Identity Formation Research Articles

Effects of Qualitative Interview Participation on Muslim American Identity Integration: A Mixed-Method Investigation

ABSTRACT Participation in research studies about one’s identity has been found to act as a form of counseling intervention. This mixed-method convergent parallel design study sought to examine whether participating in a 45-minute one-on-one semi-structured interview on Muslim American identity integration affected participants’ views of their identity one year later. Participants included 29 ethnically diverse second-generation Muslim Americans residing in the U.S. Midwest who were retained at one-year follow-up from a semi-structured identity interview of 53 participants. Participants completed a survey with measures of identity, identity integration, and open-ended questions inquiring how the study influenced them. Descriptive quantitative analyses and thematic analysis of qualitative data were used to examine the participants’ perceptions of the interview. Qualitative responses displayed five themes (Self-Understanding and Reflection, Affirmation, Connecting With In-Group, “Normal” Conversation Topic, and No Change) aligning with the three primary domains incorporated in ethnic identity development. The blendedness of the participants’ Muslim and American identities, American centrality, and participants’ self-reported positive private regard toward their American identity were lower at Time 2 compared to Time 1. More research is needed regarding the influence of participating in identity-based mixed-methods studies on Muslim American identity formation.

My pen-pal, TPQ

ABSTRACT This essay is written as a collection of pen-pal letters addressed to Text and Performance Quarterly (TPQ) over the span of eleven years to document how our personal relationship informed my identity formation as a performance studies scholar. The letters begin with my introduction to TPQ as an undergraduate student and end with my current role as a performance studies professor. Over the years I have come to TPQ for insight and inspiration, for refuge and resistance, for community and communion. As pen-pals, I was able to radically imagine a reciprocal relationship with open communication and room for mutual growth.

The reflection of generation Z of leisure practices in Chinese audiovisual media: An analysis based on the YouTube platform

This study explores the reflection of Generation Z leisure culture in Chinese audiovisual media, with a focus on the YouTube platform. As China’s Generation Z becomes a key demographic in shaping digital and media consumption patterns, their leisure practices reflect a unique fusion of local and global influences. Through an analysis of content on YouTube, this research examines how audiovisual media portrays the leisure activities of Chinese Generation Z, including entertainment, social interaction, and self-expression. By investigating the cultural narratives and visual strategies used to engage this generation, the study reveals how YouTube serves as a platform for identity formation, a strong sense of national identity, and pride in Chinese traditional culture among Chinese Gen Z audiences. The findings contribute to understanding the broader impact of digital platforms on leisure habits and media discourse in contemporary China, highlighting the transformative role of audiovisual media in shaping youth culture. It also plays a significant cultural education function, enhancing the positive perception of Chinese culture on the international stage and elevating China's image.

Formation of Civil Identity in the Educational Policy System in the Context of Transformation of the Political Space

The relevance lies in the institutionalization of education in the new subjects of the Russian Federation (DPR, LPR, Zaporizhia, Kherson regions, the Republic of Crimea, the federal city of Sevastopol), as well as the processes of re-socialization, adaptation to the socio-cultural, political, value-ideological realities of Russian society, which affects the construction of the civic identity of school youth. Understanding the processes of formation of civic identity in the educational policy system in the context of the transformation of the political space allows identifying the mechanisms of actualization and transformation of identity. Тhe experience of the post-Soviet states, as well as the processes taking place in Russia today, enables making interesting theoretical generalizations and practical recommendations.Aim and Tasks. Identification and systematization of practices, mechanisms and technologies for the formation of civil identity of schoolchildren in new subjects in the educational policy system of the Russian Federation, determination of existing problems and barriers, identification of models of civil identity formation in the context of comparing the experience of Russia and the EAEU countries.Methods. The study uses a focus group interview with senior and middle school students living in the new territories of the Russian Federation, an expert interview with representatives of institutional structures involved in the processes of political socialization and implementation of identity policy, as well as the analysis of secondary data reflecting the processes of formation of civil identity in the EAEU countries.Results. As a result, the key practices of forming the civil identity of schoolchildren in the new subjects of the Russian Federation are revealed and systematized, barriers and problems of implementing educational policy in the system of forming civil identity are identified. The authors propose recommendations for improving the model of formation of the identity of schoolchildren in the new subjects of the Russian Federation. The article shows the difference between the model of formation of Russian civil identity in the new regions and the models of formation of civil identity used in the EAEU countries.Conclusions. The study revealed the existing contradictions that arise in the process of adaptation to a new educational and value-ideological model, manifested in the assimilation of new social norms and educational standards; the difference in the level of political education and the degree of involvement in civic activity of young people was noted. It is necessary to search for effective practices and technologies that contribute to building a consistent model of civic identity formation in the basic education system of new subjects of the Russian Federation. The EAEU member states can use the practical experience of civil identity formation in the education system of new subjects of the Russian Federation to improve their own models of civil identity formation.

On the issue of the formation of the national identity of students (on the case of universities in Kazakhstan)

Introduction. The article examines the theoretical aspects and practical possibilities of formation of national identity in universities of Kazakhstan. This problem is becoming relevant in the context of the globalization of knowledge and international integration of education, the growth of academic mobility and the expansion of intercultural communications. Aim. The aim is to explore the mechanisms of constructing national identity and strengthening the national features of educational programs of higher education based on the study and generalization of the experience of Kazakhstani universities. Methodology and research methods. Based on the content analysis of normative documents on education, the content of bachelor's degree curricula and critical understanding of foreign scientific literature, the authors attempt to fill in the gaps in understanding the mechanisms of formation of national identity in higher education in the country and show its features. Results. The authors present the results of an analysis of the structure and content of bachelor educational programs at universities in Kazakhstan for the presence of the national component in them. Тhe authors summarize that the formation of national identity among the younger generation and filling it with semantic content is considered by the Kazakh academic community as an important state task, as a foundation for the cohesion and spiritual unity of citizens of a multinational country. The mechanisms of constructing national identity in the higher education system have been developed at the state level and are implemented in university training and educational practices. The national component of bachelor's degree programs, focused on formation of national identity, is provided by the content of general education humanities and language disciplines. University programs are developed in accordance with the requirements of the State Bachelor's Degree Standard, which contains a list of compulsory subjects for studying national history and culture, Kazakh, Russian and foreign languages. The principles of academic freedom allow universities to enhance the national flavor of educational programs by filling elective courses with national content. Scientific novelty. In modern conditions, the problem of ensuring the national identity of educational programs universities does not at all seem to be an axiom that contradicts the processes of internationalization of education. Universities around the world use various mechanisms to ensure the national identity of their programs, making them more attractive to students in the context of the development of intercultural communication. Kazakh universities are still gaining experience, but it may already be of interest from the point of view of accumulating practical experience. The practical significance of the study lies in the formulation of the problem as one of the important discourses in higher education. The results of the study will make a certain contribution to the understanding of the mechanisms and factors influencing the provision of national identity of educational programs using the example of a specific country. The article contributes to the scientific conversation about the meaning of national identity and can be a contribution to the study of the problems of forming the national identity of the younger generation.

Formation of cultural identity of students as a subject of pedagogical discussion

Introduction. Geopolitical challenges of our time encourage teachers to search for optimal means to counteract the deformation of the ideological positions of students, the mixing of cultures, and the devaluation of traditional cultural and historical values. In this context, the formation of cultural identity among students and schoolchildren, which unites all-Russian and regional cultural meanings at the content level, acquires great theoretical and practical significance. As an example, the Novgorod cultural identity is given as an integrative symbol of the cultural and historical heritage of Russia and the Novgorod region. The purpose of the study is the scientific substantiation of the concepts of “cultural code” and “cultural identity” as pedagogical phenomena containing national and regional components. Materials and methods. Using theoretical methods (interdisciplinary analysis, synthesis, generalization), a study of scientific sources was carried out, which made it possible to identify the relationship between the concepts of “cultural code” and “cultural identity”. In order to determine the components and levels of formation of cultural identity among students, a survey was conducted of 327 students and schoolchildren of the Novgorod region aged 14 to 21 years. Statistical data processing was carried out using the Google Forms service. Results. Based on a theoretical analysis of scientific sources, it was established that cultural identity as a conscious position of young people can be purposefully formed by pedagogical means, and the cultural code can be generated and transmitted by various institutions of socialization. The survey data recorded a fairly high level of development of the cognitive component of the cultural identity of students and an average level of development of the affective and behavioral components. Based on the results obtained, the problematic field of cultural categories was translated into the plane of pedagogical discussion and their characteristics as social and pedagogical phenomena were given. Conclusion. The conducted research made it possible to identify the relationship between the concepts of “cultural code” and “cultural identity”, to determine the general civil and regional aspects of the cultural identity of students. The comprehensive educational program for training future teachers developed by the authors, which includes the history of education and enlightenment of the Novgorod region, the theoretical foundations of educational tourism, museum and excursion pedagogy, will be of practical interest for university teachers and school teachers who carry out educational work with students.

Building a social identity theory of stigmatized sexual practice: Exploring BDSM practitioner identity formation within interviews from an Israeli sample

ABSTRACT Despite growing interest in the psychologies and social lives of those involved in BDSM, we know too little regarding BDSM identity formation. To address this, we integrate theories of group psychology and social interaction to explore BDSM identity formation and negotiation. Thematic analysis of 16 in-depth interviews with a convenience sample of Israeli BDSM practitioners, suggests three important aspects of BDSM personal and group identity development, including disclosure management, community discovery and involvement, and negotiating evolving personal identities within the group. Practitioners describe negotiating identity disclosure; successful, failed, or declined integration into BDSM communities; and negotiating shifting identities. BDSM practitioners must navigate whether and how personal identities fit with sexual norms within a larger societal context (e.g., Israel) and within BDSM communities, risking stigma when violating these standards. Yet, we find that, while groups constrain, they also provide support for those who challenge social constraints.

재외동포 다문화가정 부모와 자녀의 언어·문화 정체의식 발달 연구 -프랑스 거주 한-불 가정 이중언어 교육과 정체성 함양을 중심으로-

This study used qualitative research methods to analyze the practical aspects of bilingual education and the processes of linguistic and cultural identity formation among the second generation of Korean-French multicultural families settled in France through international marriage. The findings are as follows: First, children's acquisition of bilingualism is influenced by their parents' attitudes toward bilingual education, with the French father's role having a greater impact on a family's linguistic balance than the Korean mother's. These findings highlight how parents' linguistic roles affect the dynamics of culture and language within a family, necessitating a reconsideration of bilingual education. Second, the challenges of bilingual education include setting a standard for bilingualism, addressing issues related to language mixing, and managing differences in the status of languages. Third, the correlation between bilingualism and identity formation suggests that when an individual's linguistic identity and cultural belonging are harmoniously integrated, a stronger sense of identity emerges. Additionally, the linguistic and cultural challenges faced by bilingual children and the process of overcoming those challenges are integral to their identity formation process. This research offers valuable insights into bilingual education for children from multicultural families and their cultural identity development, addressing the relatively insufficient studies on the complex identity issues faced by children of multicultural families living abroad.

Multilingual Realities and English Teacher Construction in Indonesian Pesantren: A Narrative Inquiry

This study aimed to explore the construction of English teacher identity within the multilingual and religiously oriented environment of Indonesian pesantren through a narrative inquiry approach. Applying narrative inquiry, the study examined how teachers negotiate their religious and professional identities while balancing multiple language ideologies embodied in this educational context. Data were collected through in-depth semi-structured interviews and reflective journals, providing rich narratives of teachers' experiences, challenges, and strategies in navigating their roles. Three key themes emerged: balancing language ideologies, the interplay between religious and professional identities, and multilingual practices in the classroom. The findings reveal the dynamic, context-responsive nature of teacher identity development within pesantren, highlighting how educators align religious values with pedagogical goals. This study addresses a critical gap by focusing on identity formation in faith-based multilingual education settings, offering new insights beyond secular or formal institutions. The implications contribute to broader discussions on teacher identity, multilingual education, and the intersection of language, religion, and teaching practices.

Flora, religion, cure and identity: Indian plants in indentured diaspora countries

ABSTRACT This essay examines the presence of Indian plants in the indentured diaspora countries that were brought to meet religious and medical needs and hence played seminal role in the formation of Indian identity. Indian floras and their connection to Indian culture and medical practices is one of the gaps in the historiography of the Indian indentured diaspora. Scholarly works on indenture primarily concentrate on the social, economic, political, and religious aspects of the Indian labour diaspora in the host countries. However, there is a dearth of attention paid to the significance of Indian flora in the development of identity in terms of religious and cultural practices, traditions, and medical needs. By investigating the Indian flora among the indentured Indians, this research aims to fill this gap and provides a floral-medico viewpoint in the formation of Indian diaspora and its identity.

Are basic psychological needs linked to collective narcissism and secure ingroup identity?

ABSTRACT Self-determination theory links frustrated needs to defensiveness, whereas satisfied needs to openness in interpersonal relations. Past work on intergroup relations and social identity differentiates between defensive (i.e. collective narcissism) and secure forms of ingroup identities. Here, we investigated how frustrated versus satisfied basic psychological needs (i.e. autonomy, competence, and relatedness) are associated with collective narcissism versus secure ingroup identity in a national context. In a two-wave longitudinal study (N = 297), frustrated competence predicted higher collective narcissism over time. Frustrated relatedness negatively predicted Time 2 collective narcissism. However, Time 2 secure ingroup identity was positively predicted by satisfied autonomy and negatively by frustrated competence. Results demonstrate the importance of self when identifying with groups in distinct ways.

The spatial ontologies of interstitial spaces: Insights from Belfast’s “interfaces” and the spatialization of the in-betweenness

ABSTRACT Cities are composed of a varied array of interstices that are often observed as a network of undeveloped, vacant, or leftover spaces and infrastructures. Such conditions, however, little speak on the multifaceted nature of interstitial spaces as in-between domains that can be morphologically heterogeneous, functionally active, and socially constructed; something that expands on the multiple ontologies of interstitiality beyond being vacant, empty, or inert. While acknowledged around their development potentials or as elements of segregation, the physicality of interstices obscures their evolving spatiality between conflict and divide, relationality, and acceptance. This spatiality becomes plausible in post-conflict cities—such as Belfast—where interstitiality takes the form of “interfaces”: complex in-between areas that articulate divided Catholic/Nationalist and Protestant/Unionist communities throughout peacebuilding politics. By taking a phenomenological approach, the spatiality and meanings of Belfast interfaces are scrutinised to find that Belfast interfaces speak on multiple ontologies linked to (i) their evolving spatiality, (ii) their constructed meanings, and (iii) their naturalisation as daily-life transitions that draw on emerging forms of safety, identity, memory, integration, segregation and futurity. Belfast interfaces take the ontological turn of the in-betweenness towards suggesting that the staging of spaces as promoting togetherness can be more illusionary than concrete.

Beyond (Ethno)linguistic Determinism: Diverse Approaches to Nationalism in Habsburg-Austrian Schools

Abstract Research on the nexus between education and nationalism in the Habsburg Empire has often focused on the role that language may have played in top-down nationalization processes and the popular dissemination of national thought. According to contemporary nationalist logic, undergoing education in a certain language of instruction also entailed the internalization of nationalist values inherent to its corresponding nationalist movement. The present article argues that the Habsburg educational experience was much more contingent, and draws attention to the diversity of pedagogical approaches towards nationalism and nationality that could be encountered in Austrian schools during the last five decades of Habsburg rule. By using examples from German- and Slovene-language textbooks, it shows that sociopolitical, temporal, as well as institutional factors played an important role in determining the practical values and attitudes towards the nationalism that students encountered during their school years. With systematic empirical studies remaining rare, further research will be necessary to gain a fuller insight into the complexities of the Habsburg education system and its potential effects on popular collective identity formation.

Impact of a Service Learning Curriculum that Emphasizes Bidirectional Learning on Medical Students’ Professional Identity Formation

Impact of a Service Learning Curriculum that Emphasizes Bidirectional Learning on Medical Students’ Professional Identity Formation

Professional development in teacher education: (Vocational) teacher students’ descriptions

This article focuses on a learning objective, as part of a teacher education course at a Swedish university, where student teachers should be able to discuss their own professional development and identify further development needs. Since both research and policy documents highlight professional development as an important part of teacher education, it is important to study professional development from the perspective of student teachers. The theoretical starting point is Communities of Practice (CoP), and the study focuses on knowledge and learning within a social community. Ten subject teacher students and six vocational teacher students are interviewed about their descriptions of what the professional development for teachers in teacher education means for them, which results in six prominent themes: 1) the developmentof identity formation, 2) the development of subject specific and vocational knowledge, 3) the development of leadership, 4) the development of relationship-building, 5) the development of knowledge about policy documents, laws, rules and regulations, 6) the development in relation to changes in the society. Despite common denominators in the students’ descriptions of professional development, there are also nuanced differences that can be understood by positioning actors about the (vocational) teacher education community. The vocational teacher students frequently connect their professional knowledge to industry and working life, whereas the subject teacher students often connect their subject knowledge to university courses and research. Both the vocational teacher students and the subject teacher students in the study describe that they need to stay up-to-date and continue developing their competence in pedagogy. However, the vocational teacher students specifically highlight the need for pedagogical knowledge within the school environment, rather than in the context of working life and workshop settings. This may be because some vocational teacher students are accustomed to training and teaching interns in these environments as part of their professional practice.

Who are the people of Cyprus? The national identity building process in Cyprus from the late 19th to the early 20th century

Abstract This article offers a nuanced examination of the complex identity dynamics among the Christian and Muslim communities in Cyprus during the late 19th and early 20th century, particularly in the aftermath of British administration replacing Ottoman rule in 1878. The article draws attention to the profound impact of this historical transition on the identity formation processes of both communities. Despite the shared wartime experience of the First World War, the Christian and Muslim communities in Cyprus failed to construct a cohesive identity rooted in their common geographical space. Drawing on Zygmunt Bauman’s concept of ambivalence, the article explores the complex process by which Cypriot communities sought to align their identity with larger nations, namely Greece and Turkey, rather than grounding it in their local context. The article contends that the genesis of their ambivalence can be traced back to 1878 when British administration replaced Ottoman rule on the island.

Dynamics of Intercultural Communication for IAHN Gde Pudja Mataram Dormitory Students

This study highlights the dynamics of intercultural communication within the environment of IAHN Gde Pudja Mataram dormitory, which serves as a residence for students from diverse ethnic and cultural backgrounds. Located at Jl. Pancaka No. 7B Mataram, this dormitory is an integral part of the IAHN Gde Pudja Mataram campus, accommodating students from various regions of Indonesia, including Java, Bali, Maluku, and Lombok. The primary focus of the research is to identify, observe, and explore the dynamics of intercultural communication, the language proficiency of both students and faculty, and intercultural awareness in shaping harmonious and inclusive multicultural communication among dormitory residents. The research findings indicate that a high level of intercultural awareness among dormitory residents enables them to adapt their communication styles according to their respective cultural backgrounds, thereby reducing the risk of misunderstandings or miscommunication. Furthermore, this level of awareness also strengthens cooperation, tolerance, and harmony within the dormitory environment through activities such as communal work and collective prayers, creating a warm, inclusive, and safe atmosphere for all residents, both students and faculty alike. Observations of various activities conducted in IAHN Gde Pudja Mataram dormitory also illustrate the importance of this intercultural awareness in fostering harmonious and supportive relationships among dormitory residents. Thus, this research provides deep insights into how the dynamics of intercultural communication contribute to the formation of identity and social interaction within the rich cultural diversity context of Indonesia, as reflected in the IAHN Gde Pudja Mataram dormitory.

Shaping minds and hearts in medical education: Embedding and implementing a personal and professional development curriculum

This paper explores personal and professional development (PPD) as a key learning domain for the future of medical education and person-centered care. Guided by existing curriculum development models and lessons learned in practice, scenarios from academic and clinical learning environments will guide a theory-driven discussion of concepts and competencies that humanize the practice of medicine, such as emotional intelligence, professional identity formation, lifelong learning and inclusive practice. Factors contributing to contemporary curriculum implementation will be informed by a case study of a PPD program delivered to post-graduate medical students in Australia and propose an action-focused series of next steps to connect past, current and future directions for medical schools and graduates. Through reflections on iterative stages of program development and the incorporation of emerging concepts in PPD, this paper advocates for the true valuing of personal growth and professional development in medical education. If future doctors are to graduate as compassionate, socially informed, and critically reflective practitioners, they need dedicated PPD learning, opportunities to practice and active encouragement to remain curious towards and beyond their own experience.

The Relationship Between Institutional Pedagogy and the Brand Identity Formation of Higher Education Institutions

This study sought to facilitate insight into the potential role of pedagogy in the brand identity formation of higher education institutions (HEIs) through a study of selected HEIs in The Gambia. Specifically, the study sought to address the following research question: What role do pedagogical practices play in building the brand identity of selected universities in The Gambia? The intra-paradigm qualitative mixed method of data collection underpinned the research design. This research design facilitated a preliminary analysis of the contents of institutional documents and social media postings. This process was followed by telephonic and virtually mediated in-depth interviews through which this researcher explored the interactionist interpretations, recollections, experiences, and opinions of 54 participants (students and staff) on the themes of institutional brand management practices, institutional pedagogical practices, institutional brand identity, and the links between pedagogical practices and institutional brand identity. The study used the Corporate Brand Identity Matrix as a supporting analysis framework. The findings show a relationship between pedagogical practices and institutional brand identity formation. The evidence suggests that the selected HEIs use hardly differentiated production-style portfolios of academic courses to pursue largely unengaged students, prospective students, and other stakeholders. Further findings indicate that teaching and learning practice is dominated by academic staff's discretionary use of transmissive pedagogy. This insight emerged against the background of additional evidence, which shows a link between pedagogy policy and practices of HEIs and stakeholder impressions. A synthesis of these findings culminated in the emergence of the pedagogy-based higher education brand identity matrix (P-HEBIM), which this study proposes as a novel framework for the branding of HEIs. The study sets out a practitioner guide on how higher education managers can pursue the institutional brand management priorities of branding strategy development, competitor intelligence, and brand communication using the P-HEBIM as a framework.

Your How Short Video Empowers Sexual Minority Groups: A Case Study of the TikTok Platform

This study investigates the empowering effects of short video platforms, particularly TikTok, on sexual minority groups within the cyberspace realm. Through a questionnaire survey, we explore the platform’s role in enhancing visibility, self-expression, and community building for sexual minorities. Our findings reveal that TikTok, with its expansive reach and interactive features, serves as a potent tool for awareness, understanding, and identity formation among these groups. The platform’s algorithmic recommendations and user engagement mechanisms significantly contribute to the dissemination of diverse sexual minority narratives, fostering a broader societal understanding and acceptance. However, challenges such as cyber violence, privacy concerns, and content filtering algorithms necessitate a collaborative approach to harness the full potential of these platforms for empowerment. This research contributes to the discourse on media’s role in social change, offering insights for platform policies, content creators, and societal stakeholders to collectively advance the rights and well-being of sexual minorities in a digital age.