Identity Content Research Articles

How will I Lead in This Organization? How Individuals Situate Preexisting Leader Identity Content

Based on qualitative data collected at the United States Military Academy (West Point), this research uses a qualitative grounded theory approach to contribute important theoretical insights to our understanding of how leaders construct leader identities in organizations (c.f., Ashforth & Schinoff, 2016). Our theoretical model moves beyond existing research on leader identity construction- which largely treats individuals as blank slates as they construct leader identities- by highlighting the critical role of preexisting leader identity content that individuals bring with them to new organizations. Our model suggests that as organizations utilize sensebreaking and sensegiving to help socialize and guide members towards their preferred prototype of leadership, individuals must figure out how to situate their preexisting leader identities in relation to that prototype. In this process, individuals may discard certain aspects of their preexisting leader identity and/or ignore certain aspects of the organization’s preferred prototype of leadership, resulting in one of four situated leader identity types: Pretender, Adopter, Maverick, or Rogue. Our model uncovers important outcomes associated with these four types of situated leader identities and illustrates how one’s situated leader identity might evolve over time as leaders engage with and learn from new experiences they encounter.

THE INFLUENCE OF THE SIGNIFICANT OTHER ON THE REPRESENTATION OF IDENTITY

The article presents the results of experimental research of significant other's influence on personality identity representation. The phenomenon of significant other's presence is considered as a component of self-identification mechanism, it allows to define the character of its influence on identity content. The research was carried out on a sample of 86 students of Samara University. Google-form testing to identify cognitive orientation (individualistic/collectivistic), narrative method to identify verbal markers of identity, "target choice" experiment on the distribution of gain in situations of primary spontaneous choice and with the imagined presence of significant other were conducted. The findings were analyzed toward an intergroup comparison of "individualists" and "collectivists" in both experimental situations using Fisher's angular transformation. The influence of the significant other as a regulator of activity was revealed. The significant other is a motivator of prosocial choice for "collectivists" and individualistic choice for "individualists". The category "person" is a verbal marker of social identity. People with a collectivist orientation use the category "person" in representation, referring themselves to all of humanity. People with individualistic orientation use this category in the aspect of "person as a set of individual traits," allowing to stand out from the group, to emphasize their uniqueness.

Ethnic identity in Arab Americans: gender, religious upbringing, and age differences

ABSTRACT Arab Americans constitute a diverse, sizeable ethnic minority in the United States. However, limited research has examined the content of Arab American ethnic identity and whether this ethnic identity differs by demographic factors. In the present study, we developed measures of Arab American ethnic identity and cultural practice, and assessed differences in those variables by gender, religious affiliation (Muslim, Christian), and age. Arab American adults recruited online from Amazon Mechanical Turk (N = 391) completed an adaptation of the Multidimensional Inventory of Black Identity and a measure of cultural practice that was created for this study based on pre-existing scales. Items loaded onto dimensions of identity (ethnic centrality, private regard, public regard), and subscales showed invariance across gender and religious upbringing. When examining group differences in ethnic identity, we found that attitudes regarding being Arab American varied by gender, such that Arab American women reported higher private regard and lower public regard than men. In turn, participants raised in Muslim households reported higher ethnic centrality and cultural practice than those raised in Christian households, potentially related to Muslims’ status as a religious minority in the United Status. Finally, young adults were lower in centrality and private regard than older adults, suggesting either that ethnic identity may develop into adulthood or that young adults’ ethnic identity may be influenced by growing up in American society post-9/11. Taken together, findings illustrate the heterogeneity in the ethnic identity of Arab Americans. Further research is needed to understand individual differences in Arab Americans’ ethnic identity.

Specificity of Russian Teenager’s Civic Identity (Case of Campers at the Artek International Children’s Centre)

Introduction. Russian psychology is gaining deeper awareness of the problem of defining the content of civic identity and diagnosing its components, the understanding of which is a precondition for its formation in the context of the key objectives of Russian education. The relevance of the research is determined by the public and scientific significance of the problem of civic identity formation, as the level of its formation is the basis for further development and prosperity of Russia. The objective of the article is to present the results of empirical study of the peculiarities of civic identity of modern Russian adolescents. Materials and Methods.The empirical part of the study involved 640 respondents, adolescents aged 15–17. In order to diagnose the degree of formation of adolescentsʼ civic identity and to study its structure, the authorʼs questionnaire “Personal civic identity profileˮ was used. To analyse the level of formation and structure of adolescentsʼ civic identity, a set of methods for mathematical data processing was used. Results. The study showed a satisfactory level of civic identity formation among modern adolescents. At the same time, a certain asynchrony in the formation of the various components of civic identity was observed. The study of the degree of formation of civic identity of an individual determined its high level in the studied sample. The analysis of individual components of the internal position of the individual as a basis for the formation of civic identity indicates that teenagers have the most developed value attitude towards themselves. Adolescents are not yet aware of the value of others while recognising the value of the surrounding reality. The gender of the respondents has no significant impact on the level of formation of civic identity or on the components of person’s inner position. Discussion and Conclusion. The results of the study contribute to the development of ideas about the psychological components of civic identity and their formation in modern Russian adolescents. The material in this article can be used in applied developments in the formation of civic identity, in organizing educational work in schools, and in training and retraining teaching staff who are capable of effectively carrying out educational work aimed at forming a pupil's civic identity.

Cross-Modal Mutual Learning for Audio-Visual Speech Recognition and Manipulation

As a key characteristic in audio-visual speech recognition (AVSR), relating linguistic information observed across visual and audio data has been a challenge, benefiting not only audio/visual speech recognition (ASR/VSR) but also for manipulating data within/across modalities. In this paper, we present a feature disentanglement-based framework for jointly addressing the above tasks. By advancing cross-modal mutual learning strategies, our model is able to convert visual or audio-based linguistic features into modality-agnostic representations. Such derived linguistic representations not only allow one to perform ASR, VSR, and AVSR, but also to manipulate audio and visual data output based on the desirable subject identity and linguistic content information. We perform extensive experiments on different recognition and synthesis tasks to show that our model performs favorably against state-of-the-art approaches on each individual task, while ours is a unified solution that is able to jointly tackle the aforementioned audio-visual learning tasks.

From cooperation to conflict: The role of collective narratives in shaping group behaviour

AbstractIn this paper, we review the concept of collective narratives and their role in shaping group behaviour. We see collective narratives as ‘meta‐stories’ embraced by groups that incorporate values and beliefs about social reality, therefore providing a blueprint for group norms which, in turn, inform group members' behaviour. Our aim is to both describe the psychological processes underpinning the relation between collective narratives and group behaviours and develop an integrative typology of the functions of collective narratives (as they connect to various collective behaviours). We start by discussing definitions in the recent literature and propose an integrative conceptualisation which positions collective narratives in the context of collective action research. Next, we focus on the process by which collective narratives provide the bases for identity formation, development, and change, thus shaping group behaviour. We see collective narratives as central in understanding group behaviour, as they function as ‘meta‐stories’ that incorporate moral codes and values, and beliefs about the ingroups and outgroups—providing a blueprint for group norms which, in turn, inform group members' behaviour. In the second part of the article, we describe a typology of collective narratives according to their functions, structured around two core dimensions: the context/s in which collective narratives develop and are shared (i.e., intragroup vs. intergroup) and their effects within these contexts (i.e., driving consensus vs. driving dissent). We identify four distinctive types of collective narrative functions and review research showing how each of them shapes specific social identity content, including behaviour prescribing norms. We then show how these specific norms shape behaviours ranging from cooperation and pro‐social action to hostile intergroup conflict. The implications of this contribution are twofold. First, by providing a systematic account and categorisation of how collective narratives function in society and of their connections to social identities (and their content), we can more accurately deduct group norms and predict behaviours in specific circumstances, including in relation to political violence. Second, by better understanding the narratives that provide the bases of identity formation, development, and change, we can improve attempts to create alternative narratives that unify rather than divide people, so that pathways to co‐operation might be chosen over conflict.

Occupational and Sociocultural Temporal Identity Integration: Links to Overall Health for Muslim-Heritage Immigrants to the United States

This study examines the association between temporal identity integration, or how identity is integrated across time, and perceived health for new Muslim immigrants to the United States using the publicly available New Immigrant Survey. We examined the content of identity in the occupational and sociocultural domains. These two content areas are important aspects of the immigration transition and are influenced by the context of Islamophobia. We examined the association of changes across the occupational and sociocultural domains from pre-to-post immigration with four different indicators of health (e.g., current health, change in health, emotional health, and physical health) for 444 Muslim-heritage immigrants. Findings suggest overall perceived health of new Muslim immigrants was good. Hypotheses were partially supported where results suggest small, yet significant, associations between changes in occupational status, English use, and similarity of diet with health indicators. The results emphasize the need to further explore other constructs that are relevant to health for Muslim immigrants in a post-9/11 era.

Women who challenge or defend the status quo: Ingroup identities as predictors of progressive and reactionary collective action

AbstractCollective action (CA) research looking at gender has focused predominantly on feminist activism, overlooking activism of women who reinforce gender inequalities and traditional gender roles (such as women supporting men's rights or anti‐abortion protesters). Our research addresses this oversight, demonstrating the key role of identity content in predicting CA in support of progressive and reactionary social change among women. Using two large online samples of women from the US (Study 1: N = 1825) and the UK (Study 2: N = 992), we show that identification with ‘women’ is either weakly associated or unrelated to progressive and reactionary CA and is thus too broad to differentiate between support for CA with opposing goals. In contrast, subgroup identities matter: feminist identification is associated with support for progressive CA, while identification with traditional women is associated with support for reactionary CA. We discuss the implications of our findings for research on CA and gender inequalities.

Towards a representation model of Arabs and Muslims: USA TV series as an amplifier of the cultural hegemonic speech (case study: Homeland)

During the last few decades, the production of TV series has experienced a boom, reaching a wider audience and achieving international success. At the same time, these shows absorb social realities and project them, feeding back to the society that creates them. In western society, especially in the United States, Arabs’ and Muslims’ characters are based on social stereotypes, contributing to their expansion of stereotypes and reflecting a totally distorted reality. Hollywood has relied on this almost from its beginning, portraying Arabs and Muslims as others, strange and dangerous beings. This representation has evolved depending on the social, political and economic conflicts of each decade. This article focuses on the significance of post-9/11 TV series as a propaganda tool, particularly in relation to cultural domination and identity conflict, using textual and content and narrative analysis to study the representation of Arabs’ and Muslims’ characters in Homeland. For this purpose, exhaustive analysis templates have been designed to assist the in-depth analysis of the characters at different levels. Since the on-screen image of these characters has been changing in recent years, the research aims to highlight a new way of configuration of Arab and Muslim characters, which transcends old representations and consolidates a new model, involving a new perspective of cultural and ideological production against Arab and Muslim identities. In this sense, the exhaustive analysis of Homeland points out that by using narrative instruments to camouflage classic discriminatory stereotypes, the show has become an epitome of ideological and propagandistic projection. Accordingly, Homeland does not propose a resignification of the stereotypes about Arabs and Muslims, despite the time that has elapsed, manifesting in a lack of cultural reconciliation which continues today.

What Does it Mean to be a Woman? How the Content of Gender Identity May Facilitate Women's Coping with Sexual Harassment.

Sexual harassment and other forms of gendered discrimination are social psychological phenomena, yet the psychological impact of sexual harassment has rarely been examined through a model which considers the role of diverse content of gender identity (i.e. norms). We used an experimental design to investigate how salient norms associated with the social identity of 'women' affect coping with sexual harassment. Participants who identified as women (N = 291) were randomly assigned to either a feminist, traditional feminine, or control norm condition, in which the salience of particular norms associated with womanhood was manipulated. Participants completed measures of personal growth (as a proxy for post-traumatic growth), and help-seeking intentions in response to a hypothetical sexual harassment scenario. Participants in the feminist condition reported significantly greater personal growth relative to those in the traditional feminine and control conditions. Participants in both the feminist and traditional feminine conditions reported significantly greater intentions to seek help from formal supports (e.g. primary care doctor), relative to those in the control condition. The findings suggest that the salience of social identities and their content may be valuable resources in promoting recovery following experiences of gendered discrimination and support the role of social identities in influencing post-trauma trajectories.

I Am Whatever I Say I Am: The Salient Identity Content of U.S. Adolescents.

Research about identity development has focused primarily on researcher-chosen domains or overlooked content entirely. To investigate the content that is salient to adolescents, we analyzed responses to a shortened Twenty Statements Test (ten answers to the question, "Who am I?") from 415 adolescents in the northeastern United States (Mage = 13.59 years; 63.7% girls, about 50% identified as White/European American). Inductive content analysis identified four Content codes (what the participants wrote: Personal, Social categories, Relationships, Self-evaluation) and two Structure codes (how they wrote their statements: Qualifiers and Verb Tense). Content codes appeared in eight patterns, and there were between-group differences in content and patterns. Results expand our understanding of adolescents' identity content and demonstrate its complexity.

NACIONALNI IDENTITET U UDžBENICIMA ENGLESKOG KAO STRANOG JEZIKA U STARIJIM RAZREDIMA OSNOVNE ŠKOLE

With the creation of global culture, promotion of global intercultural values lacking in individual economic, cultural and national narratives, the issues connected to the European and national identity, their interrelation and compatibility became more actual. There are opinions that globalization contributes to empowerment of national feelings, but also the opposite, on the basis of the argument that globalization as a cosmopolitan phenomenon is promoted at the expense of national identities. It is difficult to sublime all studies connecting national identity with education, ow- ing to the variety of topics, approaches, age groups, research methods etc. Notwithstanding the fact that there are significant theoretic observations, as well as numerous empirical research studies aimed at investigating the influence of educational content on the national identity of children and youth, it is evident that the study of national identity at school is a neglected research field of domestic researchers, especially pedagogists and creators of educational policies. Different starting points were established when considering the func- tion and role of English language learning in the development of students’ national identity. Numerous studies point out that English language learning primarily contributes to the promotion of global identity of supranational character, which does not deny the impor- tance of countries and nations, but does not place it in the content focus (Köroğlu & Elban 2020). Some authors perceive great possibilities of English language teaching regarding the development of national identity and acceptance of universal values. However, there are opinions pointing to the ideological concept of foreign language textbooks, thus promoting dominant culture and its values; observing English language and its negative impact on the national identity of non-English speaking individuals. On the basis of the argument that foreign language teaching may represent a signifi- cant resource for introducing national symbols of others, but also an excellent educational context for identification, knowledge and promotion of learners’ own identity, the textbooks of English as a foreign language were analyzed in the paper. More precisely, the results of the research performed in 2022 are presented in the paper, with the aim of determining the contribution of EFL textbooks in formation and empowerment of Serbian national identity of upper elementary school students. Subliming different starting points, national identity was operationalised in 12 categories: religion, customs and tradition, national feelings, lan- guage, symbols and features, solidarity and togetherness, cultural heritage, important people, geography terms, history, family and general information. The research was performed through the method of theoretic analysis and the method of content analysis. The units of analysis are: a) sentences of basic text in textbooks, b) sentences of additional informa- tive content and c) image content, g) exercises and tasks. The research included English language textbooks from three different publishers, for the fifth, sixth, seventh and eighth grade of elementary school licensed in the Republic of Serbia (N = 12). The research results indicated that textbooks do not contribute to formation and empowerment of the national identity of elementary school students, especially with re- gards to all the discussed categories of national identity. It is implied that it is necessary to empower the national identity content and incorporate it more or less in all the themes, significantly enlarging the total share of the content of national identity of the students for whom the textbook is written. It is our opinion that it is necessary to actualize the issue of national identity rep- resentation in foreign language curicullum; to plan, project and standardize the proces of formation of the notion of national identity in all the three cycles of education, so the pub- lishers would be commited to better adaptation of textbook content to the Serbian market.

НАУЧНО-ТЕОРЕТИЧЕСКОЕ ОБОСНОВАНИЕ ПОНЯТИЯ «ЭТНИЧЕСКАЯ ИДЕНТИЧНОСТЬ» В МИРОВОЙ ПСИХОЛОГИЧЕСКОЙ ПАРАДИГМЕ

The article analyzes the approaches to the content and structure of ethnic identity, the author’s definition of ethnic identity in the context of the socio-psychological approach, clarification based on conceptual and theoretical analysis of the structure of ethnic identity, clarification of the relationship of ethnic identity with ethnic consciousness, interethnic tolerance, the characteristics of the civil position of the individual. Background. Ethnic identity is not identical to the more widely used concepts of nationality and citizenship, but acts as a powerful factor in the formation and cohesion of ethnic groups and their social ties. Moreover, it is ethnic identity that mediates the cohesion of ethnic groups and the readiness of their representatives to protect the interests of ethnic groups and defend their integrity. Therefore, the formed ethnic identity is an important condition for the preservation of multi-ethnicity and multipolarity of the modern world, and the explicit manifestations of this identity are an important condition for the formation of favorable inter-ethnic relations and reduction of inter-ethnic tensions. In this article the problems of ethnic identity are studied from the perspective of social psychology, which allows one to actualize its special context and pay attention to socio-psychological determinants of the formation and maintenance of ethnic identity and ethnic self-consciousness, which is especially important for the sustainable development of society and country in times of crisis. Conclusions. The author proposed a definition of ethnic identity in the context of the socio-psychological approach as a dynamic and multidimensional formation, which characterizes the feeling (implicit component) and awareness (explicit component) of a person as a member of a particular ethnic group/community. On the basis of conceptual and theoretical analysis the socio-psychological structure of ethnic identity was clarified and the relationship of ethnic identity with ethnic self-consciousness, inter-ethnic tolerance, the characteristics of the civil position of the individual was found.

Identity processes and identity content valences: Examining bidirectionality.

Developing identities that are well-aligned with sociocultural expectations is a key psychosocial developmental task for adolescents and emerging adults. Most studies have examined identity development focusing on how individuals develop their identities (identity process), such as identity exploration and commitment. Meanwhile, researchers have emphasized incorporating the what of identity development (identity content) with identity processes to further the understanding of identity development in sociocultural contexts. This study focuses on the positive and negative valences of identity defined by desirable and undesirable images shared in sociocultural contexts. We investigated the bidirectional associations of identity exploration and commitment processes with positive and negative identity elements using longitudinal data over three measurement waves. Participants were 2,313 Japanese emerging adults enrolled in higher education (70.95% women; Mage = 20.43). The cross-lagged panel analysis and random-intercept cross-lagged panel analysis were used to estimate associations at both between- and within-person levels. Results indicated that commitment making negatively predicted negative identity elements, whereas identification with commitment positively predicted positive identity elements. Meanwhile, positive identity elements positively predicted identification with commitment only for participants with low levels of negative identity elements, while negative identity elements negatively predicted commitment making and identification with commitment. These associations were found only at the between-person level. The findings highlight that emerging adults develop identities through close interactions in which they engage in identity exploration and commitment processes, as well as construct identity content valences. Developmental sequences of identity, along with their sociocultural contexts and practical implications, are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Everyday Positive Identity Experiences of Spiritual/Religious LGBTQ+ BIPOC

ABSTRACT This study examines the everyday positive identity of spiritual/religious lesbian, gay, bisexual, transgender, queer (LGBTQ+), Black, Indigenous, People of Color (BIPOC). By enriching our knowledge about the positive developmental processes (e.g., strengths, resilience, protective factors) that multiply marginalized and underrepresented populations employ to navigate their identity, we can better understand the impact and dynamics of systemic oppression on an individual’s expression and development of self. Ten individuals from Canada and the US provided diarized voice entries to a daily prompt in an experience sampling method (ESM). We analyzed voice clip entries collected over a period of two to four weeks and conducted an interpretative phenomenological analysis for local and global expressions of identity that weave real-time processes to generate a broader frame of positive identity mechanisms, contexts, and content. Real-time concrete events prompted participants to reflect on their broader identity conceptualizations across time (past, present, and future) through the experiences of presence and gratitude.

Ingroup, outgroup, or ally? An inquiry on the identity content of the People’s Protection Units (YPG) supporters on social media

ABSTRACT Since the Syrian civil war broke out in 2011, the People’s Protection Units (Yekîneyên Parastina Gel‎, the YPG) has been one of the most notable groups in Syria. The group has become increasingly known especially after playing a significant role in the fight against the Islamic State in Iraq and Syria and, later on, declaring autonomy in northern Syria in 2014. While various political, economic, and social dimensions of the Rojava struggle and of the YPG have been examined within a wide array of fields, the group and its identity have not been adequately examined through a social-psychological lens thus far. In this study, we seek to fill this gap by examining how YPG supporters represent, understand, and express the identity and behaviour of their own group and their adversaries on social media, particularly on Twitter. In light of social identity theory, we explore YPG supporters’ (1) ingroup representations (both ingroup members and allies), (2) ingroup social norms, (3) outgroup representations, and (4) outgroup social norms. Thus, we not only present the first empirical study in this regard, but also discuss the meanings of identity content and social norms in relation to the processes of mobilization and solidarity among YPG supporters.

"Jol" or "Pani"?: How Does Governance Shape a Platform's Identity?

In this paper, we explore how sociotechnical systems support and impede the identity performances and identity expression of communities that have experienced a long history of colonialism, where colonization is the practice through which a foreign power reshapes the social structures and systems of other societies. We conducted a trace ethnography among members of a specific digital platform-Bengali Quora (BnQuora). BnQuora is part of the question and answer (Q&A) platform Quora, where people with this particular ethnolinguistic identity come together to engage in conversations about their identities; identities which were shaped through a long history of colonization in the Global South. In drawing on a conceptual framework that brings together identity performativity, governance, content moderation, and surveillance, we find that the sociotechnical mechanisms of governance that mediate people's performances on the BnQuora platform give rise to a kind of platform identity-certain identities are privileged while others are pushed to the margins based on linguistic practices, nationalities, and religious affiliations. We illustrate this through the themes of moderators as prison guards, collective surveillance as enforcing a majority identity, algorithmic coloniality, and staging as self-imprisonment. Finally, we discuss the ways in which governance shapes a platform's identity and can create, strengthen, and reinforce coloniality.

Criteria Governing Rod Formation and Growth in Nonionic Polymer Micelles.

Self-assembled wormlike micelles (WLMs) are widely studied in small-molecule surfactants due to their unique ability to break and recombine; however, less is known about the structure and dynamics of nonionic polymer WLMs. Here, solutions of seven triblock poloxamers, composed of poly(propylene oxide) (PPO) midblocks and poly(ethylene oxide) (PEO) end blocks, are comprehensively examined to determine the role of poloxamer composition, temperature, and inorganic salt type and concentration on rod formation and subsequent elongation into WLMs. Phase separation and sphere-to-rod transition temperatures were quantified via cloud point measurements and shear rheology, respectively, and corroborated with small-angle neutron scattering (SANS). The local microstructure of resulting rodlike micelles is remarkably similar across poloxamer type and sodium fluoride (NaF) or sodium chloride (NaCl) content. Salt addition reduces transition temperatures, with the most pronounced effects for poloxamers with high PEO molecular weights and PEO fractions. Between these two temperatures, several poloxamers elongate into WLMs, where shear rheology detects increases in viscosity up to 6 orders of magnitude. Despite similar local microstructures, poloxamer identity and salt content impact micelle growth substantially, where large poloxamers with lower PEO fractions exhibit the highest viscosities and longest relaxation times. While sodium fluoride has little impact on micelle growth, increasing NaCl concentration dramatically increases the WLM viscosity and relaxation time. This result is explained by different interactions of each salt with the micelle: whereas NaF interacts primarily with PEO chains, NaCl may also partition to the PPO/PEO interface in low levels, increasing micelle surface tension, scission energy, and contour length.

From Blackface to Black Twitter: Reflections on Black Humor, Race, Politics, and Gender

From Blackface to Black Twitter: Reflections on Black Humor, Race, Politics, and Gender

From Blackface to Black Twitter: Reflections on Black Humor, Race, Politics, and Gender

From Blackface to Black Twitter: Reflections on Black Humor, Race, Politics, and Gender