Women's Identity Development Research Articles

CS=Me: Exploring Factors that Shape Black Women's CS Identity at the Intersections of Race and Gender

Improving equity and inclusion for underrepresented groups in the field of Computer Science (CS) has garnered much attention. In particular, there is a long-standing need for diversity efforts that center on the experiences of Black women, and specific actions to increase their representation—especially given the biases that they often encounter in the field. There is limited research concerning Black women in CS, specifically their conceptions of the field and their overarching CS identity development. More research in this area is especially important given the marginalization that Black women often experience at the intersections of their race and gender. Guided by a combination of critical theoretical lenses, this qualitative study examines Black women's conceptions of what it means to be a computer scientist and the degree to which those conceptions map onto how they see themselves in the field. Moreover, we explore experiences that help to bolster Black women's CS identity. The findings highlight key aspects of what it means to be a computer scientist for the Black women in this study—notably the ability to use computing to make societal contributions. Also, the results accentuate key nuances in the participants’ personal CS identification, particularly as it relates to the resilience required to overcome unique barriers that many Black women encounter when engaging within the field. Moreover, the findings highlight the importance of social support systems to facilitate Black women's CS identity development. Implications for policy and practice within education and industry are discussed.

How equity practices within universities facilitate women graduates' employability

PurposeThis paper argues that universities can facilitate women graduates' employability by supporting gender equity within their institutions. It presents a rationale and strategy for addressing the gendered nature of career confidence which negatively impacts women graduates' entry into the workplace – a phenomenon that influences women graduates' career and life trajectories, and all industries' capacity to serve women stakeholders.Design/methodology/approachThe authors consider existing literature as “words to think with” (Kinsella and Shepherd, 2020), as a feminist methodology to contribute fresh ideas into the discourse arena of graduate employability and as a means to make social change possible (Phelan, 1994).FindingsThe paper presents the feminist viewpoint that a reconfiguration of gender relations in the academy, through deploying gender equity quotas, and professional development activities designed to expose and help mitigate implicit gender bias are required to support women graduates' career confidence and employability.Research limitations/implicationsThe paper offers a viewpoint rather than an empirical evidence because of the difficulty in directly assessing a causal relationship between gendered education experience and graduates' self-efficacy and transition from college to work, “due to its longitudinal nature … [and] because cultural beliefs are … difficult to manipulate experimentally” (Sterling et al., 2020, p. 30,306). Also, while gender equity quotas have had some success, they can be disrupted by gendered bias within the workplace. Although the authors recommend a combination intervention of gender equity quotas and professional development to address gender bias, they acknowledge that the intervention is yet to be evaluated.Practical implicationsUniversities are tasked with supporting graduate employability, an inherent quality of which is graduate identity. The study offers a practical solution to increasing the number of women leaders within the academy by recommending the introduction of gender equity quotas, supported by professional development designed to develop leaders' gender insight and change agency, and combat all university workers' gender bias. This approach provides more equitable work structures within universities and increases the number and nature of women role models to support women's graduate identity development. Gender equity principles are presented as the key to facilitating women graduates' self-efficacy and work readiness.Social implicationsStrategy designed to enhance women graduates' career confidence is critical because women's lower career confidence tends to inform their lower-level starting positions with lower-level pay, resulting in role and pay gaps that are sustained and magnified throughout the life cycle of their careers. Additionally, interventions to address gender bias in the academy are significant because providing gender equity quotas alongside facilitating women in leadership positions to be/come change agents move beyond what Cockburn (1989, p. 218) defines as supporting a short-term agenda of “equality for individual women … [to supporting a] project of transformation for organizations”.Originality/valueThe novel contribution of this paper is the feminist conceptualisation that gender equity practices, most notably a composite of gender equity quotas and professional development, are located within universities' remit to support graduate employability.

Developmental Trajectories of Women's Identity Development

A substantial amount of identity development scholarship has drawn on the work of Erik Erikson to argue that women resolve stages of identity and intimacy simultaneously, whereas men follow the trajectory originally proposed by Erikson, first resolving the identity stage, then the intimacy stage. Some research has shown that for some women, the identity and intimacy stages appear to be fused; however, other research has shown that many women do follow the traditional Eriksonian progression. We propose a model of identity development for women that maps a trajectory for women who follow Erikson's traditional stages and a relational‐identity trajectory characterized by simultaneous resolution of the identity and intimacy stages. Our model synthesizes work by Josselson (1987), Dyk and Adams's (1990) recognition of sex‐role identification, Kerpelman and Pittman's (2018) infusion of attachment theory and identity, and Berzonsky's (1990) identity styles. Future research directions are also presented.

Women, identity development and spirituality in the Anglican Church of Canada: A qualitative study

ABSTRACT This study investigated the interplay of gender and spirituality in the identity development of women within the religious institution of the Anglican Church of Canada. Interpretive phenomenological analysis was used to investigate the experiences and meaning making of the participants with regards to their identity development within their religious contexts, in order to better understand the influence of these phenomena on each other and to map a process of identity development that may be particular to women. Analysis revealed a framing theme of intergenerational journey, and the superordinate themes of disruption in integration, differentiation, and authenticity in integration.

Engaging young women in physics: An intervention to support young women’s physics identity development

Empirical evidence that the careful design of an intervention based on gender research and science identity theory can support young women's physics identity development.

Young Adult Women and the Pilgrimage of Motherhood

Motherhood is a complex experience that can be transformative, offering women opportunities for personal enrichment and spiritual development. Because the largest incidence of births occurs to women in the Millennial or late Generation X generations, this complex, potentially transformative experience occurs at a critical time in young adult women's identity development, making it both the content and context of their quest to live a meaningful and integrated life. A richly re-imagined religious education can fashion a context in which young adult women might perceive their experiences of motherhood as an invitation to spiritual growth.

Becoming a Mother: The Influence of Motherhood on Women's Identity Development

This qualitative analysis investigated women's experiences of identity change in the process of becoming mothers. Thirty semistructured interviews were completed and the analysis was conducted through a grounded theory framework. The analytic process yielded results that grouped into three overarching themes. The first of these relates to the ways in which women lost themselves for a time while incorporating their children into their identities and reforming their identities. The second theme explores the expansion of the self insofar as women incorporated children into their identities and self-boundaries. The third theme explores ways that women felt that mothering and the close relationships with their children intensified their personalities and identities. Implications for future research are explored.

An Exploration of Positive Identity Development in Women Living with Chronic Pain

We explored the concept of living positively with chronic pain using a mixed - methods design that relied primarily on hermeneutic phenomenology. Ten women described their experiences of developing a positive identity while contending with chronic pain. Throughout their journeys, the women interviewed experienced a number of key themes including: the sense of being separate from their bodies, the failure of the biomedical system, and the creation of support networks. Three major categories emerged from the data: (a) Before Diagnosis , (b) Redefinition of Self, and (c) Moving Forward. The implications for healthcare providers and the limitations of this study are discussed.

A Psychodynamic Perspective on the Negotiation of Prejudice Among Immigrant Women

The negotiation of prejudice among immigrant women has largely been unaddressed in the psychotherapy literature. In an increasingly pluralistic society, such as the United States, it is especially important to address needs of specific subgroups of women who experience racial and ethnic prejudice. Immigrant women are in a unique position to simultaneously encounter prejudice related to multiple aspects of social identity, such as gender, race, and ethnicity, contributing to feelings of marginalization. This article addresses the role of attachment related conflicts in immigrant women's negotiation of racial and ethnic stereotyping and discrimination, from a psychodynamic perspective. Implications of these conflicts for women's identity development are discussed. A clinical case vignette illustrates the complexity of addressing attachment and prejudice within and outside the therapeutic relationship.

Sexual-Minority College Women's Experiences with Discrimination: Relations with Identity and Collective Action

This study examined sexual-minority women's reports of sexism, heterosexism, and gendered heterosexism (discrimination that is both sexist and heterosexist) as predictors of social identity and collective action during college. A measure of gendered heterosexism was developed that assesses women's experiences with discrimination that is simultaneously sexist and heterosexist in nature. This measure was distinct from measures of sexism and heterosexism and had good internal consistency. The sample included 83 sexual-minority college women (mean age = 19.93 years). Significant differences occurred between groups of women based on their identification as lesbian/queer or bisexual. Lesbian/queer women reported significantly more heterosexist discrimination, social identity, and commitment to sexual orientation activism than did bisexual women. After controlling for reported sexism, heterosexism, and their interaction, reported gendered heterosexism uniquely predicted social sexual-orientation identity, commitment to feminist activism, and commitment to lesbian/gay/bisexual/queer (LGBQ) collective action. Thus, young LGBQ women may experience discrimination that is qualitatively different from sexism, heterosexism, or high levels of both sexism and heterosexism. Results are discussed in terms of the implications of intersectionality on sexual-minority women's experiences and identity development.

The Influence of Maternal Loss on Young Women's Experience of Identity Development in Emerging Adulthood

A qualitative approach was used to study the influence of adolescent maternal loss on identity development in 6 young women. In-depth, semi-structured interviews were audiotaped, transcribed, and analyzed for recurrent themes. Three metathemes emerged from the narratives: Loss of Mother Impacts Identity, Relatedness on the Path of Identity Development, and Integration of Loss into Emergent Identity. Findings indicate that the experience of maternal loss influenced aspects of the women's identity development and initiated a need to seek new connections and redefine aspects of self in order to integrate the loss. Practical implications of these findings are presented for clinicians who work with bereaved young women.

Understanding Women in the Role of Caregivers for Older Adults in Japan

This article provides an overview of Japanese women in the role of caregivers of older family members. Cultural influence on women's identity, significance of the caregiver 's role, and the struggles and rewards of being caregivers are discussed. Finally, ideas are provided for the use of arts in counseling and implications of their use are discussed. ********** Challenges that Japanese women experience in being caregivers to older individuals (age 65 and over) are ever present in today's Japanese society. The number of older adults in Japan is increasing rapidly and is becoming one of the primary concerns for this society (Yamamoto-Mitani, Tamura, Deguchi, Ito, & Sugishita, 2000). According to the Ministry of Health, Labor, and Welfare, cited in the Statistical Handbook of Japan (Ministry of International Affairs and Communications, 2004), the Japanese population 65 years of age or older continues to show a significant increase. In 1970, 7.1% of the total population consisted of older adults, and this number had more than doubled (to 14.5%) in 1995. In 2003, the number reached 19% of the total population, and it is predicted to exceed 30% in 2040. A review of the literature suggests that the majority of participants in existing studies of caregivers were female adults who were in their 50s (Abe, Kashiwagi, & Tsuneto, 2003; Arai, Zarit, Sugiura, & Washio, 2002; Hosaka & Sugiyama, 2003; Yamamoto-Mitani et al., 2003; Yamamoto-Mitani et al., 2000). This phenomenon may not be exclusive to Japanese society because the role of caregiver seems to be assigned to women across cultures. In addition, women are more emotionally invested in family relationships and, thus, tend to be more susceptible to stressors related to changes in the family life cycle (McGoldrick, 2005). Meeting the obligations for aging parents is a commonly shared value in many Asian cultures, including the Japanese culture (Baruth & Manning, 2003). The concept of filial piety describes how the caregiver roles are ascribed to family members of a younger generation, and such a role is considered a cultural norm (McLaughlin & Braun, 1998). Although family structures have changed over the years (e.g., increase of dual-career couples, late marriage, fewer children), many Japanese women still assume the responsibility as caregivers for their older family members. The traditional cultural view on women's roles continues to have tremendous influence on Japanese women's identity development, including self-worth and perspective on life as a woman, throughout the life span. There are numerous studies (Abe et al., 2003; Arai et al., 2002; Hosaka & Sugiyama, 2003; Yamamoto-Mitani et al., 2003; Yamamoto-Mitani et al., 2000) related to older citizens in Japan, and these studies have raised concerns about family caregivers (e.g., their health and psychological well-being). However, little research has been conducted that examined the attitudes of caregivers toward older adults (Yamamoto-Mitani et al., 2000) or relationships between caregivers' coping strategies and their mental health (Abe et al., 2003). In addition, there is a void in these studies regarding incorporating counseling as a means of support to caregivers. The purpose of this article is to understand the significance of the responsibility of taking care of older family members that is passed on to women in Japan and the impact of caregiver roles on women's well-being. Using a case study, we attempt to explain traditional Japanese family values, women's roles within a family, and the concept of caring for older adults, as well as review the literature addressing these issues. In addition, we discuss culturally appropriate counseling approaches in working with female caregivers. CONCEPTS OF CAREGIVING FROM JAPANESE CULTURAL PERSPECTIVES With the implementation of home-care insurance in existing Japanese health care systems, more families are encouraged to provide home-based care to their older members instead of seeking longer term hospital care (Hosaka & Sugiyama, 2003). …

Understanding Vietnamese Refugee Women's Identity Development From a Sociopolitical and Historical Perspective

The authors address the lack of information about the identity development of Vietnamese refugee women. Although their age and time of arrival to the United States have a major impact on Vietnamese refugee women's identity development, a review of the historical and sociopolitical influences on the identity development of this group also plays an important role in understanding their resiliency, traditional and nontraditional frames of references, and coping mechanisms.

Finding a Way Out of the Rock and the Hard Place: Biracial Women's Identity Development

Finding a Way Out of the Rock and the Hard Place: Biracial Women's Identity Development

Race and Women's Identity Development: Distinguishing Between Feminism and Womanism Among Black and White Women

Black and White women may experience feminist identity development differently, and the womanist (Ossana, Helms, & Leonard, 1992) and feminist (Downing & Roush, 1985) identity development models may differ in their ability to capture those experiences. Black (n = 29) and White (n = 94) female college students completed a questionnaire that included feminist identity, womanist identity, and self-esteem scales. Results provided partial support for the hypothesis that Black women would agree more strongly with the womanist model, whereas White women would agree more strongly with the feminist model. In addition, the womanist model better differentiated between stages of identity development than did the feminist model for Black women. Results also partially supported the hypothesis that race would moderate the relationships between the womanist and feminist identity models and self-esteem.

The Role of Sexist Discrimination in Adult Women's Identity Development

The purpose of the current study was to examine the relationship between sexist discrimination and identity development in a sample of adult women. Participants completed a scale to indicate the extent to which sexist events had occurred in their lives and a measure of identity at 2 different data collection periods that spanned approximately 5 months. The results indicated that sexist events reported to occur within the last year at the first data collection period significantly predicted identity scores at the second data collection period. These findings are discussed in terms of how sexist discrimination may play a role in adult women's identity development and in terms of the additional psychometric data that supports the validity of the measure of sexist discrimination.

Assessing Women's Feminist Identity Development: Studies of Convergent, Discriminant, and Structural Validity

Researchers have called for increasing sophistication in the assessment of women's feminist identity development (Enns & Hackett, 1990; Hackett, Enns, & Zetzer, 1992) to understand important psychological processes. This series of studies examined recent efforts to operationalize Downing and Roush's (1985) model of feminist identity development. Specifically, the psychometric properties of two existing measures—the Feminist Identity Development Scale (Bargad & Hyde, 1991) and the Feminist Identity Scale (Rickard, 1987)—were examined in two studies with separate samples of women (total N = 486). Results of Study 1 indicated the strengths and significant limitations associated with each scale (e.g., low internal consistency for some subscales, item-subscale inconsistency). A composite measure (derived from these scales) with better overall psychometric properties is described. In Study 2, we found good support for the composite instrument's internal consistency, as well as convergent, discriminant, and factorial validity in a sample that included a wide age range and nonstudent community residents.

Critical Life Events in Women's Identity Development: Lessons for the Course in Human Development

Critical Life Events in Women's Identity Development: Lessons for the Course in Human Development

Multicultural Perspective on Middle‐Class Women's Identity Development

In this qualitative study using grounded theory, Caucasian women and African American women told the story of their identity development across a lifetime. The Difference Model (U. Oleyamade & P. Rosser, 1980) was used to analyze the interviews separately for each cultural group. The pattern of development for each group is explained and comparisons between the groups were explored. The present study provides an explanation of how African American women sustain their identities in the face of oppression and how Caucasian women struggle to emerge from embeddedness in their self‐definitions and regain their sense of identity.

‘WOMEN'S SIGNIFICANT SPACES’: RELIGION, SPACE, AND COMMUNITY

This paper examines the links between religion, space, and women's identity development through a study of the traditional Hindu house. It describes how some spaces, such as the prayer room, kitchen, threshold, and courtyard, form the settings for and enable life-cycle rituals, women's rites, and women's communal activities, and became the locus for women's social interaction, networking, self-identity, and community-based identity. This study surfaces the important role of religion in the inter-relationships between people (especially women) and their physical environment through enaction of religion-required activities. It points out the role women play in the sustenance and continuation of many religious practices, particularly the pivotal role of women in the practice of religion in the noninstitutional domestic arena. Through development of the concept of ‘women's significant spaces’, this study points out how these spaces are intimately connected to the contributions of women, the development of their expertise, and the development of the women's community.