Positive Identity Research Articles

Empirical Assessment of Ethnic Identity and Ethnic Attitudes of the Russian Students (Case Study of Humanities Degree Programmes taught at National Research Mordovia State University)

Introduction. Currently, there is a tendency of steady decline in the value of ethnic identity in the self-consciousness of young people. The assessment and study of the dynamics of ethnic self-awareness are related to the need for a comprehensive approach to the problem of patriotism development of modern Russian youth. The purpose of this article is to analyze the ethnic self-consciousness and ethnic attitudes among Russian youth enrolled in humanities degree programmes at the National Research Mordovia State University. Materials and Methods. 150 junior students took part in the empirical research. The following methods were used: the 16PF questionnaire by R. Cattell (form C), the “Types of Ethnic Identity” method by G. U. Soldatova and S. V. Ryzhova, the Method for assessing the positivity and uncertainty of ethnic identity by A. N. Tatarko, N. M. Lebedeva, ethnic affiliation questionnaire by G. U. Soldatova, S. V. Ryzhova. The authors used methods of correlation and factor analysis. Results. The study revealed a high level of positive ethnic identity in the majority of Russian students. The greater part of students have an average level of ethnic identity. The results of correlation analysis showed the presence of significant relationships between types of ethnic identity and ethnic attitudes. As a result of factor analysis, five groups of factors reflecting the relationship between types of ethnic identity and personal qualities of students were identified. Discussion and Conclusion. The authorsʼ findings contribute to the study of the problem of ethnic identity and its relationship with ethnic attitudes and personality traits of Russian students. The materials of the article can be useful for specialists in the field of ethnic psychology to study and develop studentsʼ deep understanding of their own ethnic identity.

Pooled Mapping of QTLs Associated With Salt Tolerance Traits at Seedling Stage in Rice

Salt stress has been identified as a vital limiting factor affecting rice output across the world. In rice, the salt tolerance nature is complicated, since it is dependent on different components and is lowly heritable. Consequently, it is a key method to breed salt-tolerant varieties for improving rice output upon salt stress. To investigate the genetic foundation for salt stress tolerance of rice seedlings (Oryza sativa L.), bulked segregant analysis coupled with whole-genome sequencing (BSA-seq) was performed in QTL mapping on the huge F2 population including totally 2,500 plants obtained through crossing the indica rice variety 1892S with the japonica rice variety Huaidao 5 (HD5). In BSA-seq, only extremely-sensitive (ES) and extremely-tolerant (ET) seedlings were utilized, making it not difficult for identification with no requirement of quantitative analysis. Therefore, the seedling survival state was an appropriate indicator trait in BSA-seq. HD5 in seedling stage exhibited enhanced tolerance to extended salt stress when compared with 1892S. The DNA pools prepared based on 235 ES together with 165 ET seedlings of F2 population through block regression mapping (BRM) were analyzed, and a QTL was mapped onto chromosome 3 and termed QTL qSLST3.1. There were numerous rice salt tolerance-associated QTLs on chromosome 3 in seedling stage, but just one was situated in the confidence interval of qSLST3.1. These QTLs did not have identical positions. So qSLST3.1 should be the new QTL. Moreover, our results can shed more lights on marker-assisted salt-resistant variety breeding and positional cloning of rice salt tolerance trait-related genes. Bangladesh J. Bot. 53(2): 405-410, 2024 (June)

#MeToo, #MenToo: how men's progressive and reactionary actions are shaped by defensiveness

Movements for progressive social change (e.g., Black Lives Matter, #MeToo) are commonly met with reactionary counter-movements that seek to protect the rights and interests of structurally advantaged groups (e.g., All Lives Matter, #MenToo). Drawing on the insights of the social identity approach and the needs-based model of reconciliation, the current research explores whether men's support for progressive and reactionary action (i.e., their intentions to promote women's rights and men's rights, respectively) are shaped by their need to defend their group's moral identity. Combined analyses of three samples (N = 733) showed that men's social identification was associated with their reduced intentions to act for women's rights and positively related to their intentions to promote men's rights—effects mediated by their need for positive moral identity and defensiveness regarding the issue of gendered violence. Overall, the findings suggest that defensive construals regarding group-based inequalities may not only present a barrier to men's engagement in collective action for gender equality, but might also underlie their participation in reactionary actions designed to advance the rights of their own (advantaged) group.

Comparison, othering, and surveillance: Foucauldian discourse analysis of peer support in visual impairment rehabilitation services in South Africa.

Peer support has been identified as an important aspect of rehabilitation for visually impaired adults. However, there is a limited exploration in rehabilitation studies literature of the identity-related impact of these interventions, both at an individual and collective level. Through attending to the discourses on blindness, well-being, and social inclusion that circulate in organization cultures, this article considers the role that peer support plays in forming "blind communities" with particular characteristics, and what these communities might model about life with blindness, both to newly blind persons and to society. Foucauldian discourse analysis was conducted on semi-structured interviews with 18 visual impairment rehabilitation service users and eight rehabilitation practitioners at four organizations providing services in the Western Cape, South Africa. Formal peer support is lacking in the sampled organizations, suggesting that relational aspects are not a priority in rehabilitation practice. The formal and informal peer support that does exist in these services is shadowed by largely negative sociocultural beliefs about blindness. Participants described a culture of comparison, othering, and surveillance within which, the article suggests, they are unable to explore and embrace authentic and positive blind identities. This has implications for both individual and collective empowerment. Greater attention must be paid to both rehabilitation practitioner training and the design and implementation of rehabilitation services to the identity-level impact of rehabilitation. This is essential to develop services that promote individual and collective empowerment and that respond to the multilayered practical, social, and psychoemotional needs of blind adults. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Framing Ethnicity in Initial Teacher Education: A Focus Group Study with Student Teachers

ABSTRACT This study aimed to explore how student teachers experienced the framing of ethnicity in initial teacher education in Sweden. Ten focus group discussions were conducted (N = 42; 21% minoritized ethnic background). An inductive thematic analysis was used. The findings showed that ethnicity was framed as mainly concerning “others” and that it was framed as sensitive. The current framing of ethnicity suggests that initial teacher education does not prepare student teachers to support positive youth ethnic-racial identity development. The findings highlight a need for student teachers, and teacher educators, to explore their own ethnic-racial identities through critical discussions that challenge notions of ethnicity as something that concerns “others”. Furthermore, the findings highlight student teachers’ and teacher educators’ needs for structured support in how to critically engage in “sensitive” discussions. Further, the results illustrate how the framing of ethnicity resonates with aspects of social identity theory and with the postcolonial concept “othering”.

Structures of the Staphylococcus aureus ribosome inhibited by fusidic acid and fusidic acid cyclopentane

The antibiotic fusidic acid (FA) is used to treat Staphylococcus aureus infections. It inhibits protein synthesis by binding to elongation factor G (EF-G) and preventing its release from the ribosome after translocation. While FA, due to permeability issues, is only effective against gram-positive bacteria, the available structures of FA-inhibited complexes are from gram-negative model organisms. To fill this knowledge gap, we solved cryo-EM structures of the S. aureus ribosome in complex with mRNA, tRNA, EF-G and FA to 2.5 Å resolution and the corresponding complex structures with the recently developed FA derivative FA-cyclopentane (FA-CP) to 2.0 Å resolution. With both FA variants, the majority of the ribosomal particles are observed in chimeric state and only a minor population in post-translocational state. As expected, FA binds in a pocket between domains I, II and III of EF-G and the sarcin-ricin loop of 23S rRNA. FA-CP binds in an identical position, but its cyclopentane moiety provides additional contacts to EF-G and 23S rRNA, suggesting that its improved resistance profile towards mutations in EF-G is due to higher-affinity binding. These high-resolution structures reveal new details about the S. aureus ribosome, including confirmation of many rRNA modifications, and provide an optimal starting point for future structure-based drug discovery on an important clinical drug target.

Examining the Mediating Role of Students’ Perception of Mathematics in the Relationship between Teacher Positioning and Mathematics Identity Among Senior High School Students

Mathematics learning involves not only acquiring mathematical concepts and skills but also developing an identity as a member of the mathematics classroom community. This study examined the relationship between teacher positioning and student mathematics identity and the mediating effect of students’ perceptions of mathematics. A survey was conducted among 508 senior high school students, and the research instrument was pilot-tested and validated on 340 students and 238 teachers. Structural equation modeling and mediation analysis were used to analyze the data. The findings revealed that teacher positioning had a direct impact on students’ mathematics identity even when students’ perception of mathematics was considered a mediator variable. Mediation analysis showed that students’ perception of mathematics partially mediated the relationship between teacher positioning and students’ mathematics identity, confirming that teacher positioning and students’ perceptions of mathematics are crucial components in the construction of students’ mathematics identity. This research demonstrates the role of teacher positioning and students’ perceptions of mathematics and highlights factors that contribute to the development of mathematics identity and their interactions with teacher positioning and students’ mathematics perception. Further research should investigate other factors that contribute to mathematics identity and their impact on student learning outcomes. Keywords: experience, identity construction, math teaching, position and role

Unveiling affective disablism at work: a structural approach to microaggressions

Ableist microaggressions are ubiquitous experiences for workers with an impairment, chronic illness or neurodivergence in the daily execution of their job. These (un)intended everyday (non)verbal negative messages based on disability status affectively disable people, momentarily and with lasting effects on mental health and positive identity. Past research provided either psychological accounts, locating the origins of microaggression in the minds of individuals, failing to highlight the role of an ableist society, or sociological accounts, stressing exclusionary structures and marginalising discourses, neglecting to fully account for the inner experience. This paper puts forward an alternative, combined account by empirically zooming in on three vignettes in work contexts. It contributes to expanding knowledge on subtle forms of ableism, showing the entanglement between material arrangements, negative co-worker affect, and their internalisation by the disabled worker. By locating the microaggression concept firmly in the structural oppression of ableist societies, we hope to inspire organisational programs aimed at detecting and preventing microaggressions. Finally, we prepare the ground for future research to look into even more subtle forms of disability-based discrimination present in everyday interactions.

The making of an outdoor educator: a mixed methods study of identity through voice and discourse

ABSTRACT While research has identified the myriad benefits of outdoor learning, the voice of the outdoor educators (OEs) who play an integral role in developing this programming is often backgrounded, leaving a dearth of information regarding their professional contributions within informal and nonformal educational spaces. To begin to fill this gap, the present study utilises an embedded mixed methods approach to investigate the development of OEs positional identity within the environmental education field. We developed and validated a survey instrument using structural equation modelling (SEM), distributed to 211 OEs. To provide contextual support to the quantitative findings, we conducted interviews with nine OEs across the United States. Results indicate that OEs more strongly identify with their connection to nature than with the scientific community and that OEs share the common goal of supporting learners’ social-emotional development through outdoor learning. The OEs attribute their connection with nature as the driving force for their professional and pedagogical decisions. Our findings uncover that OEs have a strong desire to be a complementary, cross-curricular resource to formal educators to support learners’ development and connection to the biosphere yet feel a lack of recognition and legitimacy within the educational discourse.

‘Hosting refugees is the most rewarding experience’: migrant identity and affective positioning in curated NGO stories

ABSTRACT This study explores positive migrant storytelling in non-governmental organizations’ advocacy campaigns. We focus on the practices and implications of leveraging storytelling towards charity organizations’ institutional goals. Drawing upon critical discourse studies and narrative studies, we propose a critical storytelling approach that pays attention to the specific nature of storytelling as a discourse practice in itself. We focus on a UNHCR human-interest story of refugee displacement and subsequent integration into the UK. We employ the heuristic concept of positioning that calls for analysis at different, though interrelated levels of narrative activity, to explore how affect is mobilized and the specific identity categories and affect types that are created for migrants and their hosts. We then situate these identity positions in wider dominant discourses of migrant integration. We show that the story foregrounds emblematic refugees, worthy of hosts’ support as well as relationships of dependence between migrants and the host society as requisites to successful integration. We argue that the ways in which an individual refugee story gets mobilized as an exemplary story reveals canonized forms of positive migrant storytelling emerging in the UK context that end up invoking dominant power asymmetries in relation to migration and British integration.

Normalizing Abnormal Psychology: An Anti-Ableist Approach

Introduction A survey course of mental health diagnoses is a commonly taken undergraduate psychology course and presents a critical opportunity for addressing ableism in psychology. Statement of the Problem The presentation of mental health diagnoses is wrought with ableist beliefs, both in the historical and contemporary context. These ableist beliefs are a prime driver of stigma and its associated outcomes including worse mental health and avoidance of treatment professionals. Literature Review The present article presents the ableist context of the course typically titled, “Abnormal Psychology,” and offers an alternative: the building of an anti-ableist curriculum grounded in disability studies. We use the social model of disability and disability identity as guiding principles, while inquiry-based learning is the pedagogical driver. Teaching Implications We review six practical strategies, which include introducing the social model, renaming the class, starting with positive disability identity, complicating the continuum-categorical dichotomy, centering disability representation, and emphasizing consumer rights and direction. Conclusion By leaning on disability studies and Mad Pride, “Abnormal Psychology” can deconstruct its ableist roots and be the foundation for a destigmatized, positive approach towards the study of psychological disorders. We offer future directions, including potential ways to continually assess anti-ableist efforts.

Postmemorial work of moral valence: A study of the resistance practices of Ingrian descendants

In this article, I use narrative analysis to examine practices of postmemorial resistance to oppressive authorities in interviews with descendants of Ingrian Finns. The themes that were important to the interviewees concerned questions of historical and contemporary social injustice activated by family memory. My two case studies, based on biographical data collected in Finland in 2020–2021, reflect Ingrians’ descendants’ experiences of marginalization, based both on their inherited family memories of oppression and on their own experiences of having a different family story than those of the social majority. My analysis reveals how the postmemorial work of the descendants of Ingrians is socially, politically and temporally expansive. In contrast to Hirsch, I argue that postmemory, as processed in acts that I conceptualize as postmemorial expressive and rhetorical resistance practices, reflects an identity position.

A histone code controls positional identity in limb regeneration.

A histone code controls positional identity in limb regeneration.

Exploring dental and oral hygiene students’ interprofessional readiness: a cross-sectional study in joint paediatric outreach training

BackgroundInterprofessional education is vital in oral healthcare education and should be integrated into both theoretical and work-based education. Little research addresses interprofessional education in dental hands-on training in authentic oral healthcare settings. The aim of the study was to examine the readiness and attitudes of dental and oral hygiene students towards interprofessional education during joint paediatric outreach training.MethodsIn the spring of 2022, a cross-sectional study was done involving dental and oral hygiene students using the Readiness for Interprofessional Learning Scale (RIPLS) during joint paediatric outreach training. The 19-item tool was answered on a five-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree). Means, standard deviations, minimums, maximums, and medians were calculated for each subscale and overall score. Students grouped according to their categorical variables were compared for statistically significant differences. The Mann-Whitney U-test was used for groups of two and the Kruskal-Wallis one-way analysis for groups of three or more. The internal consistency of the scale was measured with Cronbach’s alpha. Statistical level was set at 0.05.ResultsThe survey included 111 participants, consisting of 51 oral hygiene students and 60 dental students, with a response rate of 93%. The questionnaire yielded a high overall mean score of 4.2. Both oral hygiene (4.3) and dental students (4.2) displayed strong readiness for interprofessional education measured by the RIPLS. The subscale of teamwork and collaboration achieved the highest score of 4.5. Students lacking prior healthcare education or work experience obtained higher RIPLS scores. Oral hygiene students rated overall items (p = 0.019) and the subscales of positive professional identity (p = < 0.001) and roles and responsibilities (p = 0.038) higher than dental students. The Cronbach’s alpha represented high internal consistency for overall RIPLS scores on the scale (0.812).ConclusionsBoth oral hygiene and dental students perceived shared learning as beneficial and showcased high readiness for interprofessional education, as evident in their RIPLS scores. Integrating interprofessional learning into oral hygiene and dental curricula is important. Studying together can form a good basis for future working life collaboration.

Differential adaptation of the yeast Candida anglica to fermented food

A single strain of Candida anglica, isolated from cider, is available in international yeast collections. We present here seven new strains isolated from French PDO cheeses. For one of the cheese strains, we achieved a high-quality genome assembly of 13.7 Mb with eight near-complete telomere-to-telomere chromosomes. The genomes of two additional cheese strains and of the cider strain were also assembled and annotated, resulting in a core genome of 5966 coding sequences. Phylogenetic analysis showed that the seven cheese strains clustered together, away from the cider strain. Mating-type locus analysis revealed the presence of a MATa locus in the cider strain but a MATalpha locus in all cheese strains. The presence of LINE retrotransposons at identical genome position in the cheese strains, and two different karyotypic profiles resulting from chromosomal rearrangements were observed. Together, these findings are consistent with clonal propagation of the cheese strains. Phenotypic trait variations were observed within the cheese population under stress conditions whereas the cider strain was found to have a much greater capacity for growth in all conditions tested.

Development and Initial Validation of the Counselor Self-Reflection Inventory for Counselors and Counselors-in-Training

Objective The purpose of this study was to develop and validate the Counselor Self-Reflection Inventory (CSRI) from a Transformative Learning Theory framework for counselors, and counselors-in-training to use in clinical and training settings. Method A sample of 351, mostly female (86.89%), white (85.19%), counselors with MS or MA (88.08%) graduate degrees completed the online survey to assess their self-reflective practice. Results The 39-item CSRI was validated using Confirmatory Factor Analysis. A one factor model of counselor self-reflection suggested indices are acceptable and indicate an overall good model fit (CFI = 0.961, TLI = 0.958, RMSEA = 0.04 (90% CI[0.033; 0.049]), and SRMR = 0.065.) with standardized covariance between the CSRI, self-reflection, and awareness at 0.508. Conclusions Counselors and counselor educators can use the CSRI to understand strengths and areas of growth in their work. Counselors and counselors-in-training can take the CSRI to enhance self-reflective practice that promote positive identity development.

Main and interactive effects of discrimination, parent racial/ethnic socialization, and internalizing symptomology on BIPOC teens' ethnic-racial identity.

Research suggests that BIPOC (Black, Indigenous, People of Color) adolescents have the best developmental outcomes when strong, positive ethnic-racial identity (ERI) is acknowledged and embraced. This study investigated whether discrimination, internalizing symptomology, parent socialization, and/or interactions of these variables were associated with adolescent ERI, specifically in exploration, resolution, and affirmation, to illuminate nuanced ways BIPOC youth can achieve positive ERI. Recruited from third-party research panels, surveyed participants were adolescents (Mage = 15.28; 51.6% male) of diverse ethnic/racial groups and socioeconomic backgrounds from all regions of the United States. Overall, results showed that there were four significant main effects on ERI: a negative relation between internalizing symptomology and exploration, a positive relation between parent socialization and exploration, a positive relation between parent socialization and resolution, and a negative relation between internalizing symptomology and affirmation. There were also two significant interactive effects such that (1) discrimination had a stronger negative relation with affirmation under condition of high internalizing, and (2) parent socialization had a stronger positive relation with affirmation under condition of high internalizing. Results show development of ERI in adolescence is subject to multiple, interactive influences. Main and interactive effects highlight the contextual role that mental health implicates for youth of color. Implications for parents and practitioners are discussed.

Associations between sexual identity stigma and positive sexual identity, and depression among men who have sex with men in China: A mediation analysis using structural equation modelling

PurposeHigh levels of depression are common among men who have sex with men (MSM) in China, and there is limited research on the relationship between MSM stigma and depression. Guided by the psychological mediation framework, to explore the relationship between stigma and depression among MSM and how positive sexual identity plays a role in it, we tested this model whether: 1) enacted MSM stigma, perceived MSM stigma, and positive sexual identity are associated with depression; 2) their effects on depression are mediated through resilient coping and social support; and 3) perceived MSM stigma is a mediator of the effects of enacted MSM stigma and positive sexual identity on depression. MethodsWe conducted mediation analyses using structural equation modeling (SEM) on data from a cross-sectional survey conducted among 1014 MSM recruited using a non-probability sampling method in December 2022. The data passed general analyses such as normality and correlation, which allowed for modeling. The final SEM fit metrics indicated that the model was acceptable. ResultsStructural equation modeling results showed that enacted stigma directly and positively affected depressive symptoms (β = 0.558, 95 % confidence interval = 0.457 ～ 0.644, P < 0.001). Perceived stigma had a positive effect on depressive symptoms (β = 0.114, 95 %CI = 0.036 ～ 0.200, P = 0.002). Positive identity had a positive effect on depressive symptoms (β = 0.086, 95 %CI = 0.016 ～ 0.162, P = 0.013). In addition, the results of mediation effect analysis showed that the indirect effect of enacted stigma on the effect of depression through social support was (β = 0.040, 95 %CI = 0.003 ∼ 0.017, P = 0.049); The indirect effect of perceived stigma on the effect of depression through resilient coping was (β = —0.015, 95 %CI = —0.034 ∼ —0.002, P = 0.056); The indirect effects of positive sexual identity on the effect of depression through resilient coping and social support were (β = —0.025, 95 %CI = —0.056 ∼ —0.002, P = 0.052) and (β = —0.056, 95 %CI = —0.101 ∼ —0.023, P = 0.005). ConclusionResilient coping and social support mediated the relationship between stigma and depression, and both were influenced by positive identity. This study reveals that enhancing coping and social support may reduce the impact of stigma on depressive symptoms, both of which are potential targets for interventions for MSM. Guiding MSM to develop a positive sexual identity is conducive to reducing the prevalence of depressive symptoms among MSM.

A qualitative study on identity work and positioning of a Swedish-speaking Finn in the Swiss diaspora

A qualitative study on identity work and positioning of a Swedish-speaking Finn in the Swiss diaspora

Embracing Enablement: Impairment, Community and Disability Identity in Young Adult Fiction

Many authors in recent years have worked to encourage the inclusion of disabled people and to show disability characters in a positive light. In order to accomplish this, they tend to produce counter-disability characters and scenarios to promote enablement. This textual analysis focuses on three young adult fictions that provide positive portrayals of protagonists with disability, including Out of My Mind (Draper, 2010), Five Flavors of Dumb (John, 2010) and Jerk, California (Friesen, 2008). Drawing on the social identity theory and the social model, this paper explores how the protagonists' disability identities are formed. Three themes emerged from the textual analysis: impairment and identity, which looked at the complex interactions between impairment and identity; community transformation, which analyzed factors causing both socially constructed disability and positive interaction; and positive disability identity, which examined how protagonists navigate challenges and form positive identity. This study may offer recommendations for educators, parents, and researchers who might utilize this study to advance and build an inclusive society.