Model Of Identity Development Research Articles

At the Intersection of Gender and Culture: Women’s Leadership Identity Development

Examining the leadership identity development process of women in multicultural work settings is important to understand why the percentage of women in senior leadership positions is still universally low (Catalyst, 2017). This research examines the interaction of women’s gender and cultural identities on their leadership development process. It employs an intersectionality-informed qualitative approach to explore how women’s multiple identities interact and intersect in a number of ways to create distinct experiences of leadership development. The main findings of this paper show that depending on the gender stereotypes in a given culture and their equivalent in a new culture, women evaluate their organisational context, their own capabilities, and the opportunities available to them differently. This in turn affects their ascension into leadership roles. These findings make a significant theoretical contribution to the leadership identity development model put forth by DeRue and Ashford (2010), detailing ways in which women’s gender identity, cultural identity and an intersection of the two impact their leadership identity development process.

Adolescencja jako permanentny kryzys. Filmoterapeutyczna analiza serialu Ania, nie Anna

Ania z Zielonego Wzgórza (1908) autorstwa Lucy Maud Montgomery jest wierną towarzyszką dorastania wielu pokoleń kobiet. Ze względu na umiejscowienie akcji w latach 70. i 80. XIX wieku oraz moment, w którym powieść powstawała (początek XX stulecia), treść utworu może się dzisiaj wydawać anachroniczna. Na przestrzeni lat podejmowano liczne próby przeniesienia tej historii z literackiego oryginału na ki­nowy i telewizyjny ekran, jednak dopiero serial Moiry Walley-Beckett Ania, nie Anna (2017– ), wyprodukowany oryginalnie dla kanadyjskiej publicznej stacji telewizyjnej CBC i dystrybuowany szeroko na platformie Netflix, nadał dziełu życia Montgomery współczesny wymiar. W tekście poddano analizie poszczególne elementy serialu pod kątem wykorzystania jego potencjału w terapeutycznej pracy z młodzieżą. Rozważa­niom towarzyszą kontekstualne odniesienia do ogólnego modelu rozwoju tożsamo­ści autorstwa Hanny Liberskiej oraz teorii filmoterapeutycznej Małgorzaty Kozubek.

Look How Far We Haven’t Come: The Possible Implications of Current Educational Context and Practices for Young Black Males by Amanda VandeHei Carter

Data that are derived from high stakes testing in the United States have created rhetoric of fear and criticism around our public K–12 educational system. Stakeholders often blame these low-test scores on the school, administration, or teachers. Due to the way that this data is shared with the general public Different from this narrative, within many schools, high stakes testing data are reported in an aggregated fashion, usually by students’ race. While the general public may be pointing their finger at schools, administrators, or teachers for poorly achieving students, these folks can quickly shift the blame to certain populations of students who are not performing well on standardized tests. Teachers spend time sorting and labeling children into groups and categories in an effort to “fix the problem”. While sometimes well intended, the planning, instruction, and assessment of daily and weekly instruction is focused on an end result of getting particular groups of students to score better on standardized tests. This article provides the counter narrative to this conversation and it strives to tell the story of a student who has fallen victim to standardized unauthentic curriculum. Multiple case study was the methodology used for this research. Consistent with this methodology, the data were gathered through one-on-one interviews, classroom observations, and small group discussions. Hardiman’s model of White Identity Development (WID) and Freebody and Luke’s four resources model were the conceptual frameworks that were used to guide the study. The findings shared in this article represent the data collected from one participant in this multiple case study.

Nonsequential Task Model of Bi/Pan/Polysexual Identity Development

There are several existing bisexual identity development models, however, there are still gaps in fully understanding the identity development of individuals who are bisexual, pansexual, and polysexual. This article seeks to describe the importance of specific labels in the process of identity formation and the differences that exist within these nonmonosexual identities. The authors introduce a model that also addresses intersecting identity developmental processes and oppressions, the person in a sociopolitical context, and the importance of community/political identity to individuals’ identity development. First, the article reviews several bisexual identity development models and their limitations. Then, the authors propose a combined task and process model to address these limitations. This model will serve as a guide for conceptualizing the unique pathways that bi/pan/polysexual individuals experience in their identity development.

The Science Identity Experiences of Undergraduate, Foreign-Born Immigrant Women in STEM at U.S. Institutions

This qualitative study examines the experiences of undergraduate, foreign-born immigrant women pursuing STEM careers. Eighteen students from two different institutions were interviewed. Employing a science identity framework, we explored how internal and external recognition influenced women’s identities as future STEM professionals. Data were analyzed using constructivist grounded theory approaches. Results include three main categories: identifying positive sources of external recognition and support, encountering discriminatory classroom environments, and incorporating altruistic and familial goals. We synthesized our findings in an emerging grounded theory model of science identity development for foreign-born immigrant women in undergraduate STEM programs. This model leads to several implications for how student affairs professionals can support immigrant women in STEM.

D’Augelli’s Model of LGB Identity Development: A Critical Analysis

The authors critically analyzed D’Augelli’s model of LGB identity development, a common identity development model used in counselor and higher education as well as multicultural training, using a postmodern lens. An anecdotal review will be supported by empirical evidence to identify controversies encompassing D’Augelli’s theory. Additionally, this evaluation offers an interpretation of studies surrounding D’Augelli’s model in hopes of uncovering strengths and challenges to this identity development model. Findings of this critical analysis indicate that D’Augelli’s model can be a useful tool for counselors and counselor educators in their practice and teaching as long as clients are provided space for a more fluid, nonlinear identity development process.

Intersectionality of Lesbian, Gay, and Bisexual International Students: Impact of Perceived Experiences on Campus Engagement

Aim/Purpose: While there are studies that examine the experience of LGB or international students, we are not aware of any study that examines both intersectionalities. In this study, we attempt to be the first to examine the experiences of international LGB students and the resources they utilize on campuses. Background: This research provides an understanding of how this population of students interact with the campus environment, how they perceive the campus climate, and what impact their interaction and perceptions have on their performance and overall outcomes. Methodology: This narrative qualitative research study was guided by the unifying model of sexual identity development and the model of multiple dimensions of identity. This study conducted semi-structured interviews with eleven participants from two states to attain a deeper insight and perspective on the experiences of LGB International students. Contribution: With this population of students being understudied in the larger body of literature, the result of this research will allow for institutional staff and future researchers to gain additional insight into the experiences and outcomes of international students that identify as a member of the LGB community. Findings: The respondents indicated a mixture of experiences based on their sexual orientation and national identity. Emerging themes for RQ1 were Fear, Isolation, and Openness. Respondents expressed the utilization of a wide variety of resources from campus based on online resources. Emerging themes for RQ2 were Campus Based Resources, Online Resources, and Negative Experiences. Recommendations for Practitioners: Based on these findings, institutions of higher education can promote the resources available to students within these populations. Institutions should be intentional in supporting the spiritual and religious needs of international LGBTQIA students to aid in the holistic development of their students. Recommendation for Researchers: It is recommended for researchers to explore how international students who identify as LGBTQIA students experience community colleges. Future Research: Future research should explore how staff, administrators, and faculty attempt to support students from regions of the world that are very conservative as they recruit students from those regions.

Saplings in the Hurricane: A Grounded Theory of College Trauma and Identity Development

Research confirms trauma as pervasive in college student populations. Yet, a literature gap exists regarding the intersection of trauma and college student development. The purpose of this constructivist grounded theory study, informed by situational analysis, was to understand how college student identity development is impacted by college trauma. Based on the experiences of 12 participants, a grounded theory model of college trauma and identity development emerged that includes three major components: (a) orienting systems that shape trauma meaning making; (b) identity sites where trauma meaning making connected to identity is made; and (c) a trauma-informed lens on self in the world.

Gay Identity Development

Gay identity development is significantly different than heterosexual identity development. Through the various stages of gay identity development, which contains six stages developed by Cass, 1979; identity confusion, identity comparison, identity tolerance, identity acceptance, identity pride, and identity synthesis, we understand how complex gay identity is for these individuals. Logistically, understanding how gay identity development differs from heterosexuality identity development gives insight into the unique challenges gay individuals encounter. Navigating an identity through hate and prejudice presents itself with unique challenges for gay and lesbian individuals who are struggling with forming a healthy identity. It is through these challenges that gay and lesbian individuals suffer from higher rates of physical and mental health issues. This paper is a review of the literature and seminal knowledge to gain and gather an in-depth understanding of human behavior and the experiences and reasons that govern such behavior. The author’s role in this paper was to examine the how and why of decisions that such individuals make and encounter as demonstrated by numerical and statistical research analysis of literature reviews. Combating these mental health issues is a key goal for mental health professionals who are treating these gay and lesbian individuals. A look into the current model of gay identity development provides a greater understanding and helps researchers uncover objective knowledge for further research in the area of gay identity development. Keywords: Gay Identity Development, Identity Confusion, Comparison, Pride, Tolerance, Acceptance, and Synthesis

Privilege, White Identity, and Motivation: A Call to Action in Social Work

ABSTRACT Understanding how privilege is constructed and reconstructed over time is imperative to move toward a more just society. White fragility and tactics used to avoid race-based stress sustains privilege. The roots of Fragility are examined through the lens of three Whiteidentity theoretical models: the White Identity Development Process Model, the White Racial Identity Model, and the White Male Identity Development Model. Further, motivation theories are explored to tie privilege, White identity, and social work together cohesively. Recommendations for social work education, research, and practice are given for combating prejudice and racism.

Careers in construction: Developing career identity out of redefining moments

More recent understandings of careers develop in sharp contrast to traditional approaches founded on linear trajectories carried out in singular organizations. The rise of dynamic careers, such as boundaryless, protean, and kaleidoscope, suggest that predictable life stages no longer capture careers that are experimented with across multiple organizations with self-driven, rather than organizationally driven, expectations that are heavily influenced by meaningful relationships across work and life roles. Yet, an identity perspective to careers suggests that in the face of redefining moments, both predictability to stabilize and experimentation to explore identity is needed to develop a coherent sense of self across diverse work experiences. Given the dynamic and often unstable nature of the employee employer relationships, our theorizing centers on this focal question: How do people both explore and stabilize a career identity when faced with re-defnining moments in their career? We answer this question by putting forth a typology of career construction processes for meaning making that guides, regulates, and sustains a career and posit these processes in a theoretical model of career identity development.

For a better self: How Chinese individuals make sense of adversity and develop leader identities

Literature in leadership development suggests that leaders learn to lead largely through experience. The present study extends this stream of research by examining how individuals develop leader identity via adversity-related experience. We present evidence from interviews with one hundred senior executives in China, investigating the adversity experiences in their career life and how those experiences became a catalyst for their leader identity development. We use Hammond, Clapp-Smith, and Palanski’s (2017) four-stage sensemaking model (i.e., noticing, interpreting, authoring, and enacting) to analyze the in-formants’ self-stories which people use as a vital tool to make sense of life events (Weick, 1995). Based on our findings, we propose an adversity-based model of leader identity de-velopment, in which we explain how adversity experience interacts with the self-cultivation tradition in the Chinese context to revise individuals’ self-narratives about adversity, and thereby create leader identity development. Implications of the findings are discussed.

Coming Out as Transgender: Navigating the Social Implications of a Transgender Identity

ABSTRACTThis study examines transgender coming-out narratives. Most previous studies of coming out as transgender have relied on psychological stage models of identity development, with little empirical verification. This study uses identity theory to reframe transgender coming out as a primarily external, ongoing, and socially situated process. The data were collected from 20 transgender people residing in the Minneapolis-St. Paul, Minnesota metro area through interviews and focus groups. The analyses reveal that coming out as transgender requires navigating others’ gender expectations, others’ reactions, and the threat of violence. The results indicate that transgender individuals do not simply decide to “come out of the closet” and then stay out. Rather, they make strategic decisions regarding the enactment of gender and gender identity disclosure based on specific social contexts. Coming out as transgender is best conceptualized as an ongoing, socially embedded, skilled management of one’s gender identity.

Transition Experiences of New Rural Nurse Practitioners

Abstract Nurse practitioners (NPs) make up the most rapidly expanding primary care workforce and are being utilized to meet the increased demand for primary care in rural settings. The researcher explored 10 registered nurses' perceptions of their experiences while transitioning to their NP identities and first year of primary care practice in rural healthcare settings. The Rural Nurse Practitioner Transition and Professional Identity Development Model emerged. Critical to the NP's successful transitions were an incentive to learn, a passion to work in rural healthcare, and the relationships with their patients, nurses, and other providers at the rural healthcare facilities and communities.

“I Became a Lioness”

Feminist identity is a powerful predictor of activism on behalf of women. However, little is known about how feminist identity develops worldwide, either in terms of social identity theory or the stage model of feminist identity development. Moreover, some women’s movement advocates view feminism with suspicion, as focused only on concerns of a narrow group of women. For this study, 45 women’s movement activists from China, India, Nicaragua, Poland, and the United States were interviewed as part of the Global Feminisms Project. Participants’ personal narratives were examined to identify themes activists used to describe their own feminist identity development. The six themes that emerged were education, social relationships, gender-based injustice, violence, activism, and emotion. Alternating least squares analysis of the concurrence of these themes revealed four pathways to feminist identity: (1) education, (2) social relationships and gender-based injustice, (3) violence, and (4) activism and emotion. These findings suggest that individuals come to feminist identity in different ways. Instructors aiming to encourage understanding of women’s movement activism should point to these different pathways, and feminist activists seeking to promote feminist identity development should consider different approaches to successfully engaging people. Online slides and a podcast for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

Am I A Leader? Female Students Leadership Identity Development

This grounded theory study aimed to understand the process of leadership identity development experienced by traditional-aged female undergraduate college students. The findings led to a model for leadership identity development consisting of four phases. Students’ leadership identity development progressed from views of leadership as external to self to positional leaders to incorporation of self-as-leader whether in a position or not. The final phase reflected a shift to leading for social change. In the early phases of the model, the female students in this study saw gender as irrelevant to them as leaders even though they recognized societal views of female leaders as weaker or less capable. In later phases they understood how being female mattered, and by Phase 4 they recognized a need to take a stand on societal issues related to gender and race.

A “Chameleonic” Identity: Foreign-Born Doctoral Students in U.S. Counselor Education

This study explored the interplay between a multidimensional model of acculturation and professional identity development among eight foreign-born doctoral students in U.S. counselor education. Themes generated through an interpretive phenomenological analysis revealed that the participants, while trying to adapt to the Euro-American cultural context of their counselor programs, experienced a sense of conflict, loss, and grief, resulting in what they called a “chameleonic” professional identity. Findings illustrated that for international counseling students, professional identity development is an arduous and complex process deeply intertwined with their acculturation experiences. Implications for counselor programs and future research are further discussed.

Identifying Key Influencers of Professional Identity Development of Asian International STEM Graduate Students in the United States

This qualitative study involves tracking the process by which Asian STEM (Science, Technology, Engineering, and Math) graduate students encounter graduate studies as they build professional identities. We derived data from interviews and observations of 27 Asian international STEM graduate students at various stages of their graduate careers at a large research university located in the United States. The following research question guided this investigation: What are key influencers of STEM students’ professional identity? We conducted this study using a qualitative grounded theory approach, and we developed a central professional identity development model from emergent themes that related to the central phenomenon. Findings indicated Asian international STEM graduate students’ previous work experiences, disciplinary skills acquisition, English proficiency, and socialization with peers and faculty advisors were significant influential factors to their professional identity development. These influencers interacted to both positively facilitate and negatively hinder the student’s progress toward professional identity development. Together, this work suggests academic socialization is a crucial factor for student success and professional identity development.

Neurobiološke osnove rodne disforije aktuelni hipotetički modeli

The term transgender refers to the incongruence between an individually experienced and manifested gender with a sex assigned at birth (natal). Gender dysphoria refers to the distress caused by this incongruence, which can lead to a social, occupational or emotional disorder. Research in the field of gender identity, gender dysphoria and gender incongruence, due to the complex nature of the phenomenon, are very complicated. Nevertheless, researchers have noticed that pathophysiology of gender dysphoria is not sufficiently understandable. Modern models of gender identity development, both typical and atypical, are based on multifactorial etiology and the synergy of numerous genetic, epigenetic and developmental factors. Significant sources of knowledge transgender phenomena are clinical phenomena (DSD - disorder of sexual development, or developmental anomalies - children with unspecified sexuality: congenital adrenal hyperplasia - KAH, androgen-related insensitivity syndrome - AIS, monitoring and follow-up of the development of gender atypical, incongruent and dysphoric children and neurobiological studies of neurovizualization). The current paper focuses on the review of modern neurobiological studies of the brain of transgender individuals. The results of in vivo neuroimaging studies related to the etiology of feelings of gender incongruity, based on the hypothesis of sexual differentiation are presented. The aim of these studies is to answer the question whether the brain of transgender individuals is like the brain of the same gender at birth or those with the same gender-related feelings. Neuroimaging studies in this field are primarily focused on the brain phenotype of transmen and transwomen, with the assumption that they differ in a number of ways from the control group of men and women (sex and gender congruent) with feminine, masculine, de masculinised and de feminised manifestations. Knowledge of the brain phenotype of people with a feelings of gender incongruity could contribute to the answering the question of whether full differentiation of the brain in these people is atypical. Such knowledge could further contribute to knowledge of the gender identity development itself. Imaging studies related to tasks have as a goal to show whether cerebral activation and performance is performed after receiving tasks completely atypical in transgender individuals. The third type of study in this field deals with the evaluation of the effects of the application of full hormones on the brain, which provides insight into how the changes in the level of sex hormones can affect brain structures and their function. The obtained phenotypes can have theoretical implications for brain intersection, asymmetry and body perception in people with gender dysphoria.

Reframing Internalized Racial Oppression and Charting a way Forward

AbstractExperiences of racism, a form of oppression, have lasting negative psychological and physical effects on Black Americans. Identifying underlying mechanisms is necessary to minimize these deleterious outcomes and potentially mitigate health disparities. Internalized racial oppression, the ways in which a member of a target group is in relationship with the dominant group's ideology and the extent to which they accept their subordinate status as deserved, natural, and inevitable, has in particular been understudied and inconsistently defined. We argue that shifting language from internalized racial oppression to appropriated racial oppression more fully centers our understanding of the negative impact systemic oppression can have on individuals. This shift counters psychology's tendency to over‐focus on individuals and or their internal processes without taking the broader context into consideration. While racial identity development models conceptualize appropriated racial oppression as a potential aspect of identity development, the field has yet to offer models of how to extract appropriated racial oppression from the development of identity. We put forth a framework for psychological liberation from the negative content related to racial oppression, in addition to offering implications for training programs, leaders in key positions in society, and researchers.