Student Identity Research Articles

A Multicultural Approach in Islamic Education Learning to Strengthen the Islamic Identity of Moderate Students in PTKIN Aceh

This research project investigates the challenges of religious tolerance and radicalism in Indonesia, focusing on university students and the context of conservative shifts. This study examines the approach the State Islamic University (UIN) in Aceh utilized to advance a moderate interpretation of Islam, integrating multicultural-based Islamic Religious Education. The study employs a qualitative methodology, including in-depth interviews and participatory observation. The findings illustrate that UIN Aceh has adapted its curriculum to integrate multicultural values to foster religious tolerance among students. The influence of lecturers who espouse moderate attitudes and the active engagement of students in activities that promote diversity have been demonstrated to be effective in reducing radical tendencies. The research underscores the necessity of continuously assessing the strategy's effectiveness and emphasizes the importance of multicultural-based learning in fostering students' appreciation of diverse perspectives. Ultimately, this multicultural approach is expected to shape individuals who are morally upright, tolerant, and capable of collaboration in a diverse society. The study's outcomes offer valuable insights for other educational institutions in devising strategies to encourage tolerance and curb student radicalism.

Queering ESL teaching: Co‐constructing student identities through strategic materials selection

Queering <scp>ESL</scp> teaching: Co‐constructing student identities through strategic materials selection

‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity

Higher education aims to educate diverse professionals to operate in an increasingly complex world. Yet, academic assessment practices still rely upon standardisation, namely, that all students should demonstrate their achievement in ways that are largely comparable, if not identical. In this study, we theorise assessment standardisation as a technology of normalisation upon student diversity and identities. Our study is located in one of the most complex learning settings in higher education: placements. We theorise how diverse students navigate the tensions arising from standardised assessment situations that assess highly personalised forms of learning in complex assessment settings. Our data material consists of longitudinal interviews with 16 disabled university students in Australia before, during, and after a placement. Our findings show that assessment suppresses and normalises students’ diverse identities, calling into question the inclusivity of such assessment practices. We discuss how assessment provides students with narrow ways of forming their professional identities. While this is the case for all students, the social consequences of assessment standardisation might be more crucial for those who do not fit the ‘norm’ set by assessment, such as disabled students in our case.

Exploring the Influence of Academic Self-Efficacy on Students' Professional Identity: The Intermediary Role of Social Media Frequency

In recent years, social media has become more and more integral to Chinese daily life as new media has grown and developed. Previously, there were a number of challenges because of the lack of knowledge regarding social media usage and the problems of university students' majors. These challenges include whether the frequency of social media use affects daily learning, the extent to which university students in the new era understand the current state of their majors, whether frequent use of social media supports their studies and the mediating role of social media in these processes. Given these issues, the existing literature lacks comprehensive reference materials. In order to further examine students' learning habits, this study uses a questionnaire survey and a five-point Likert scale to investigate how ASE affects university students' major identification and how social media usage frequency acts as a mediating factor. Based on participants' moderate social media usage frequency, the results suggest a reasonable association between the frequency of social media use and its impact. There is a modest mediation influence of social media, variations in the academic self-efficacy (ASE) of participants, and a substantial positive association between the major identity and self-efficacy of university students.

Impact of racial representation in curriculum content on student identity and performance

Impact of racial representation in curriculum content on student identity and performance

Transition as transformation: developing student identities and academic literacies through university enabling pathways in Australia

In response to the global widening participation movement, most Australian universities now offer enabling programmes as pathways to degrees. These programmes play an important role in supporting students from underrepresented backgrounds to access higher education, supporting individuals to develop a sense of belonging and establish student identities alongside academic skills. However, what these students find most beneficial and supportive in transition to university is poorly understood. To investigate student perspectives on what supports their success at university, research was conducted with undergraduates who entered an Australian university through enabling pathways. Student reflections on individual educational trajectories highlight the transformative role of pathway programmes. Interview analysis provided recommendations for supporting new students, which will be useful for educators and widening participation practitioners. A critical pedagogical approach illuminates how confidence and capability are developed through scaffolded learning and constructive feedback, highlighting the educator’s role in supporting students to build learner identities and academic literacies. Students form a sense of belonging through peer networks and time spent in the university environment. Through scaffolded support, students develop individual management strategies for complex contexts and are empowered to contribute new knowledges, which leads to opportunities for individual and broader societal transformation.

Turning a mirror into a window: A duoethnographic study of international student identity

AbstractThis duoethnographical study explores the experiences of the two authors, Joanna and Sarah, as international students in the United States that do not quite fully fit in any of the categories described in research literature. Using a Borderland theoretical approach, the authors explore the in‐between spaces at the intersections of their identities in order to understand their complex experiences as white/wwwhite‐passing international doctoral students in the United States. Applying the Borderland approach to both intersectional and social identity frameworks, this chapter seeks to highlight the intricacies involved in the identity development of international students, especially when group membership is fluid. The results of this duoethnography challenge traditional notions of intersectionality of identity and uncover a dissonance in the identities of both authors.

Narrative Identity of Christian College Students in Western New York

&lt;i&gt;Narrative identity has proven valuable in understanding identity development. However, its application to emerging adults in college settings has been limited. This qualitative research explored the narrative identity of Christian college students in Western New York through a life story analysis. &lt;/i&gt;&lt;i&gt;Ten in-depth interviews with students were recorded and transcribed, resulting in 173 pages of transcripts that were analyzed using seven coding categories. &lt;/i&gt;&lt;i&gt;The study revealed that the participants’ identities were shaped by a complex interplay of factors, including their Christian faith, interpersonal connections with family and peers, academic and professional aspirations, and challenges related to physical and mental well-being. The findings highlight the dynamic nature of identity, constantly evolving as individuals interact with their surroundings. The participants’ rich life stories painted a vivid picture of who they were, and their identity evolved as their stories unfolded. &lt;/i&gt;&lt;i&gt;These findings can illuminate future research on the identities of Christian college students and guide them in navigating their journey of self-understanding and positive identity &lt;b&gt;development&lt;/b&gt;. This research can also inform the development of programs and support services that address the specific needs and challenges faced by Christian college students as they navigate their identities. Understanding the sources of social support these students value can be crucial in creating a more supportive campus environment.&lt;/i&gt;

Queer and Muslim college student identity integration.

Queer and Muslim college student identity integration.

“Mirrors and windows:” a case study of educators’ culturally responsive teaching aspirations and syllabi transformation in the arts

This qualitative case study explored educators’ aspirations to transform arts pedagogy into a culturally sustaining praxis. Twenty-four educators engaged in a 20-h online training, including engaging with prints in the Artura.org print collection, reading culturally sustaining scholarship, dialoguing, and decolonizing lesson plans. Twenty educators participated in dyadic interviews, revealing a deeper understanding of cultural identities and pedagogical changes to shape positive cultural identities for students. Findings highlight how art contributes to social justice teaching goals emphasizing intentional educator self-reflection to anticipate challenges and avoid cultural exploitation. Recommendations include utilizing online art databases with diverse artists in teacher professional development.

Promoting multicultural and social justice counselling competency of international counselling students

AbstractThe enrolment of international students in US counselling programmes has been increasing steadily over the past decade. These international counselling students, as an emerging international workforce, can contribute to the decolonisation of counselling practice through the development of their multicultural and social justice counselling competency (MSJCC)—an essential counselling competency to improve counselling outcomes across culturally diverse clients. However, current US counsellor training programmes often fail to adequately address the unique challenges faced by international counselling students, which can impede their progress in enhancing MSJCC. This article explores specific challenges international counselling students encounter in developing MSJCC, underscoring the importance of culturally sensitive pedagogies. By focusing on the intersectional identities of international counselling students, this article proposes targeted pedagogical strategies that align US counsellor education with the lived experiences and challenges faced by these students. Case studies are provided to illustrate the application of these pedagogies. Promoting international counselling students' MSJCC can help prepare an international workforce capable of effectively working with a diverse global population and contribute to the decolonisation of counselling practices.

International Students Experiences and Identity Development while Joining Study in Indonesia: Narrative Inquiry in Magister Study Level

International Students Experiences and Identity Development while Joining Study in Indonesia: Narrative Inquiry in Magister Study Level

Examining the relationship between proposed anti-LGBTQ+ legislation and LGBTQ+ college student mental health: findings from the Healthy Minds Study, 2021–2022

Objective: This study aimed to investigate the association between proposed anti-LGBTQ+ legislation and depressive symptoms among LGBTQ+ college students. Participants: Participants (N = 72,135) included LGBTQ+ college students (N = 21,466) from over 530 colleges and universities, including technical and community institutions, across the United States who took part in the Healthy Minds Study (HMS). Methods: Data on proposed anti-LGBTQ+ legislation introduced in 2021–2022 were collected from all 50 US states, categorized, and analyzed. Individual-level data for 2021–2022 were obtained from the HMS, and a multilevel analysis was conducted to assess the association between proposed anti-LGBTQ+ legislation and depressive symptoms while considering individual factors. Results: A significant positive association between proposed anti-LGBTQ+ legislation and increased depressive symptoms among LGBTQ+ college students was found. This association remained significant after controlling for individual-level stressors and identities, including a sense of belonging, campus environment perceptions, first-generation student status, and transgender or gender non-conforming identity (TGNC). Conclusions: The findings underscore the need for mental health support and inclusive policies for LGBTQ+ college students, particularly in regions where anti-LGBTQ+ legislation is proposed or enacted, to mitigate the potential negative impact of multiple factors on their mental well-being.

What causes social class disparities in education? The role of the mismatches between academic contexts and working-class socialization contexts and how the effects of these mismatches are explained.

Within psychology, the underachievement of students from working-class backgrounds has often been explained as a product of individual characteristics such as a lack of intelligence or motivation. Here, we propose an integrated model illustrating how educational contexts contribute to social class disparities in education over and beyond individual characteristics. According to this new Social Class-Academic Contexts Mismatch model, social class disparities in education are due to several mismatches between the experiences that students from working-class backgrounds bring with them to the classroom and those valued in academic contexts-specifically, mismatches between (a) academic contexts' culture of independence and the working-class orientation to interdependence, (b) academic contexts' culture of competition and the working-class orientation toward cooperation, (c) the knowledge valued in academic contexts and the knowledge developed through working-class socialization, and (d) the social identities valued in academic contexts and the negatively stereotyped social identities of students from working-class backgrounds. Because of these mismatches, students from working-class backgrounds are likely to experience discomfort and difficulty in the classroom. We further propose that, when attempting to make sense of these first-order effects, students and teachers rely on inherent characteristics (e.g., ability, motivation) more often than warranted; conversely, they overlook extrinsic, contextual factors. In turn, this explanatory bias toward inherent features leads (a) students from working-class backgrounds to experience self-threat and (b) their teachers to treat them unfairly. These second-order effects magnify social class disparities in education. This integrated model has the potential to reshape research and discourse on social class and education. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Professional identity: Students’ learning from the attributes and behaviours of midwives on clinical placement

BackgroundMidwifery practice experience is an important component of education to develop an understanding of professional identity in midwifery students. The responsibility of supporting student development in the clinical setting is predominantly undertaken by clinical midwives. There is minimal literature relating to the professional identity development of midwifery students. AimTo explore midwifery student experiences of the positive attributes of clinical midwives who supported the professional identity development of midwifery students in the clinical practice setting. MethodsAn Appreciative Inquiry approach guided this study. The setting was a university in Sydney, Australia. Participants comprised thirteen students from a postgraduate midwifery course. Data were collected via individual interviews and analysed thematically. Students had two to six months of placement in the clinical setting. FindingsData analysis identified three themes, Putting the woman at the centre of care; Supporting a woman-centred environment and Focusing on student success. DiscussionFindings from this study revealed that extended time spent with a midwife enabled the student to observe and reflect on the nuances of midwifery practice that are not overtly shared with students. Students were able to observe a midwife’s tacit way of being. This paper reveals the positive attributes and behaviours of midwives whose practice the students want to emulate. ConclusionsMidwifery students’ exposure to positive clinical midwife role models on clinical placement enables them to develop a greater understanding of professional identity.

Students experience stories as lenses for sense-making of the transition to higher education

This study explored the experiences of seven first-year university students in Johannesburg, South Africa. Recognising storytelling as a lens to reveal identity, this study focused on student experience narratives as a tool to better understand their transition from school to university. It examined the narrated experiences of these students as a means to reveal their student identities. The qualitative study utilised a case study design type to address the research question: “What do first-year students’ transition narratives reveal about their emerging student identities?” This paper focuses on athematic analysis that was used as a tool to analyse participants’ narrated experiences. The analysis resulted in five broad themes, namely that student identities in their first-year journeys were formed and influenced by interpersonal experiences, intrapersonal experiences, pre-commencement institutional experiences, experiences of formal learning, and learning experiences beyond the classroom. Despite encountering multiple challenges in their new environment, the students derived benefit through capitalising on their personal strengths as tools to adjust to the demands of their new institution. These tools were crucial resources used by participants to adjust to and ultimately flourish in their first year.

Elements of Historical Personal Identity Construction of Finnish-Speaking Students

In this paper, the constructions of historical personal identity of Finnish-speaking students are analysed. The students participated in a larger study of historical narratives and identities, carried out in 2020 in two schools in Finland and in one European School outside Finland. In the mixed-method study, sixty-one students were interviewed and given writing and drawing assignments on historical identity. In this paper, the students’ visual representations of their personal historical identity and its relationship with wider official history are analysed. The aim is to increase understanding of how 14–16-year-old students visualise and articulate their historical personal identity constructions and the historical elements they use in negotiating this identity. The findings suggest that the students integrate personal and historical social narratives in diverse ways but that the majority of them find it challenging to connect their personal family history with the wider official history. Only twelve students made the connection. In addition to presenting the results for the whole group of students, the visual representations of two selected students are discussed in more detail so as to highlight the difference in the approaches to historical personal identity construction among the students.

Research on the Forming of Mainstream Ideology Among College Students in the Era of “Short Video”

Short videos, with their micro, fragmented, and diversified narrative methods, are profoundly changing the behavior and thinking patterns of users, and the mainstream ideological battlefield has been unprecedentedly impacted. The short video platform magnifies the characteristics of information dissemination in the Internet era. All users are both content publishers and content receivers, and the amount and speed of information dissemination are growing geometrically. Secondly, on the basis of producing a large number of short videos of the main theme, technological changes are utilized to fully improve the acceptance and interpretive power of the main theme ideology, providing a practical path for shaping the mainstream ideological identity of college students.

Dampak Ketergantungan Konten Flexing pada Fase Quarter Life Crisis Mahasiswa Tingkat Akhir

Final-year students aged 20 years and over often feel various pressures to achieve a certain level of success or achievement. One of them is the pressure from flexing content that is often presented on social media. Dependence on flexing content can trigger anxiety about the future, which ultimately leads to the emergence of the quarter-life crisis phase. Through its content, social media indirectly influences students, especially in forming a crisis of self-confidence. This research aims to determine the influence of dependency on flexing content on the quarter-life crisis phase of final-year students and to find out how big the influence of dependency on flexing content is on the quarter-life crisis phase of final-year students. The media dependency theory introduced by Rokeach &amp; Defleur (1976) is utilized as the primary foundation for this research. This research uses a quantitative approach with a survey method for 214 Communication Science students class of 2020 at Telkom University, Bandung. The results of this research obtained a significance value of 0.000 &lt;0.05. The research findings indicate that the dependency on flexing content on social media has a considerable potential to induce anxiety about life direction, leading to the formation of the quarter-life crisis phase. This shows that the dependence on flexing content which includes cognitive, affective, and behavioral aspects influences the quarter-life crisis phase which includes hopes and dreams, educational challenges, religion and spirituality, work life, home, lovers, family, and friends, and identity in final-year students. final Communication Science class of 2020, Telkom University Bandung, with an influence level of 40.7%, and the other 59.3% were influenced by other factors not included in the research. Research implications and suggestions are also discussed.

Strengthening Strengthening the Islamic Identity of Students through ODOS2 (One Day One Short Surah) Religious Habituation Program

Islamic religion is enriched with various teachings, including brief verses in the Qur'an that contain the values of faith and Islam. To integrate this, strategies are needed to strengthen the religious identity of students that can help them gain a deeper understanding of the religious teachings and values they adhere to with religious habituation programs. The purpose of this study is to explain the ODOS2 (one day one short surah) religious habituation program and contribute further understanding regarding the effectiveness of religious habituation methods in increasing students' understanding of Islamic religious teachings in the ODOS2 (one day one short surah) method. This research is qualitative with a case study approach to see the reality of ODOS2 (one day one short surah) religious habituation activities carried out at SMA IT Asy-Syakur as a superior religious habituation program. The source of this research data was sourced from religious habituation activities of students at SMA IT Asy-Syakur and scientific articles relevant to the research focus. Data were collected through observation, interview, and documentation studies. There are many religious habituation programs implemented in every school that have become redundant. One of the religious habituation programs that can be applied in schools to strengthen Islamic identity is the ODOS2 (one day one short surah) religious habituation program implemented at Asy-Syakur IT High School. The program is proven to strengthen the Islamic identity of students.