Identity Development Theory Research Articles

Internationalisation for higher education: International coordinators’ perspectives on challenges and virtual exchange

International outlook constitutes, together with teaching, research, and knowledge transfer, one of the university core missions. Spain remains as a preferred destination for outbound mobilities, which constitutes an opportunity in terms of international rankings. Vice-Rectorates are designing strategies to retain this flow of international students, as well as to promote outbound mobilities. The present piece of research is a qualitative study based on Deyo’s Qualitative Social Constructionist Inquiry (2018), a semi-structured interview. Such design was supervised by experts and approved by the Ethics Committee of Social Studies. Results address the viewpoints of 17 international coordinators of the Universidad de Castilla-La Mancha, based on four different campuses. The sample was made in terms of convenience, as it is the authors’ institution. Questions concentrate on coordinators’ understanding of the goals and needs of study abroad programmes, together with the needs of international students, their main challenges, and the role of the three communicative subcompetences of the Common European Framework of Reference for Languages on these programmes, and more specifically their connection with the Theory of Identity Development (Chickering and Reisser, 1993), to help determine the strengths and weaknesses of such mobilities. Results reveal important information in relation to both the role of international coordinator and the effects these exchanges have on the students. Considering the former aspect, the answers evinced that this job post requires more attention in terms of training, tasks specification, recognition, and assistance. Regarding the latter, the responses highlight multiple benefits derived from these exchanges; in particular, the development of personal and social abilities to be more independent to solve problems, to collaborate with other people from different backgrounds, to communicate in a foreign language, and to expand their worldview. Nonetheless, the answers also show that this experience could be further enriched by academic, social, and emotional support for the students. In this line, the study suggests a set of recommendations and seeks for alternative instances to reach the goals of international exchange, such as excellence, equity, or education innovation (European Commission, 2021) by means of virtual exchange in COIL programmes such as eTwinning.

Approaching Academic Advising of Undergraduate Students in HDFS Through the Lenses of Identity Development Theories

Many colleges and universities utilize faculty advisors for academic advising. In this model, faculty advise students in their discipline on curriculum requirements, as well as career and academic goals. Faculty often report feeling that they have had little training or support for their role as an academic advisor. Faculty advisors in the field of human development and family science (HDFS), however, are uniquely positioned for academic advising as they are trained experts in many of the known factors associated with effective advising. One area closely related to advising that HDFS faculty are highly knowledgeable about is identity development and exploration. Therefore, HDFS faculty can utilize their in-depth knowledge of Erikson’s, Marcia’s, and Arnett’s theories of development to inform their role as advisors.

Utilizing sociocultural identity to cope with poverty-related stress: methodological insights from developing a coping intervention

ABSTRACT Cultural identity affirmation, pride, and belongingness are known to protect youth from negative outcomes in the face of uncontrollable stresses such as discrimination, economic hardship, and community violence. Scholars have argued that racial, cultural, and other social identities serve as important coping resources, encouraging active coping and the use of social support and mitigating the impact of stress for marginalized youth. The Building a Strong Identity and Coping Skills (BaSICS) program was designed to improve mental health by targeting the skills, assets, and resources known to protect against developing emotional and behavioral symptoms and disorders. In the BaSICS intervention, youth explore their cultural and social identities to strengthen their understanding of, and connection to, positively supportive social groups via exploration of family and community cultural heritage. Youth are then encouraged to engage their collaborative coping skills founded in their sociocultural identities, working together on a project of collective community action. This methodological paper will describe the theory and development of the BaSICS identity development and collective coping module.

What enables the effects of transformative tourism experiences to persist? Insights from identity development theory

ABSTRACT The effects of transformative tourism experiences (TTEs) are challenging to sustain. Existing studies lack a temporal perspective and fail to distinguish between TTEs’ short- and long-term effects. This study, grounded in identity development theory, introduced an integrated model examining how self-reflection, eudaimonic tendencies, self-efficacy, and habits can sustain TTEs’ influence. A survey of tourists who had experienced TTEs at least 66 days prior revealed significant positive relationships between these variables. Two serial and one single mediation paths were identified, suggesting that long-term transformation requires short-term shifts. This study provides insights into long-term self-growth and practical suggestions for destination management.

Mentoring: Shaping the professional identity of the academic internal medicine hospitalist.

Burnout and lagging academic productivity are pressing challenges in hospital medicine, leading to stagnation and attrition. Mentoring shapes professional identity formation and enhances faculty vitality and retention, but has not been optimized among academic hospitalists. We sought to explore how mentoring impacts academic hospitalist professional identity and to elucidate barriers to mentoring in the field. We conducted focus groups at three academic medical centers. Informed by social-constructivist theory of identity development, we coded deidentified data and performed thematic analysis. Thirty-one academic hospitalists participated with 1 to >20 years experience. Mentoring shaped professional identity formation in six core domains: choosing academic hospital medicine, identifying and focusing on an area of interest, progressing career, navigating work-life integration, staying in academic medicine, and becoming a mentor. Distinct models included dyadic mentoring, peer mentoring, organic mentoring, and mentoring teams, each with benefits and limitations. We identified nine key mentoring actions that influenced hospitalist professional identity formation and career development. Mentoring barriers included lack of time, awareness, and access to experienced mentors, as well as poor quality mentoring and mentor-mentee malalignment. Aspects of hospitalists' professional identity also posed barriers, including ambivalence around academic identity. Mentoring fosters academic thriving and retention in academic hospitalists. Access to effective mentoring remains lacking due to few senior mentors in the relatively new field of hospital medicine and reticence in academic identity, among other factors. Mentoring training, impact on underrepresented minority hospitalists, and integration into institutional culture should be considered for enhancing the career development of academic hospitalists.

A dynamic identity process approach to veg*nism: Does identity status matter among meat‐reducers?

AbstractThe current study investigated meat‐reducers' (vegan, vegetarian, and flexitarian) dietary identities using an identity process approach. Drawing on identity development theories, we aimed to (i) classify meat‐reducers from the United Kingdom and United States (N = 375) based on their level of identity exploration and commitment, and (ii) examine the effect of dietary identity status on diet and group‐based behaviours. Findings demonstrated evidence for three identity clusters: achieved (high exploration and high commitment), foreclosed (lower exploration and higher commitment), and diffused (low exploration and low commitment) meat‐reducers. Vegans were more likely to display an achieved dietary identity, whereas the majority of flexitarians indicated a diffused identity. More importantly, identity status had significant effects on all outcome measures, with achieved meat‐reducers reporting greatest dietary strictness, greatest centrality and private regard, but lowest public regard, as well as most negative attitudes towards meat‐eaters and greatest activism. We discuss how investigating dietary identities with a ‘process framework’ may point to a more inclusive view of social identities among people who follow a plant‐based diet.

Adolescent Cultural Identity Development in Context: The Dynamic Interplay of the Identity Project With Classroom Cultural Diversity Climate in Italy and Germany

While both the classroom cultural diversity climate and curriculum-based interventions can promote cultural identity development, they have not been studied together. Drawing on theories of ethnic-racial identity development, the current study aimed to understand the dynamic interplay of a curriculum-based intervention (the Identity Project) with the classroom cultural diversity climate (heritage culture and intercultural learning, critical consciousness socialization and equal treatment) on cultural identity exploration and resolution. Our sample included 906 mid-adolescents in Italy (32.36% immigrant descent, Mage (SD) = 15.12 (0.68) years, 51.73% female), and 504 early adolescents in Germany (53.86% immigrant descent, Mage (SD) = 12.82 (0.89) years, 42.37% female). Bayesian multivariate linear models show that the Identity Project and a stronger critical consciousness climate in the classroom before the intervention promoted cultural identity exploration at post-test in both countries. However, effects of the intervention and facets of the diversity climate on subsequent resolution were only observed in Italy. There was some evidence that the intervention could alter the classroom cultural diversity climate in Germany, while the intervention could compensate for a less positive diversity climate in the slightly older sample in Italy. Thus, it seems promising to systematically build in opportunities to engage with students’ diverse heritage cultures and identities when developing new curricula, as well as to train teachers to implement such curricula.

Can negative dark tourism transformative experiences promote tourists’ well-being?

Drawing on identity development theory, this study examines the relationships between negative dark tourism transformative experiences (NDTTEs), self-reflection, self-rumination, self-discovery, and well-being to corroborate a model explaining how NDTTEs contribute to tourists’ well-being. A cross-sectional survey was conducted with 684 tourists who had visited dark tourism sites over the past three years. Two constructs representing NDTTEs were identified (anger and disgust, pain and sadness), and the results indicated that NDTTEs were predictors of self-reflection and self-rumination. Unexpectedly, self-reflection negatively affected self-rumination. Self-reflection and self-rumination were determinants of self-discovery, which subsequently affected well-being. This study offers a new theoretical lens for understanding the role of dark tourism in promoting tourists’ well-being.

A Grounded Theory of Early Preservice Music Teacher Identity Development

The purpose of this grounded theory was to discover the process of undergraduate students’ music teacher identity development in the first 2 years of their preservice music education program. Participants in this study were 21 undergraduate students from an introduction to music education course. We collected multiple types of data, including interviews and written artifacts, from a course-based undergraduate research experience that focused on music teacher identity development. Consistent with Charmaz’s approach, data collection and analysis were grounded in a constructivist paradigm. We analyzed participants’ music teacher identity development in a cyclical, three-phase process during the early years of their undergraduate teacher education programs. The three phases involved (a) outer experiences and interactions, (b) inner reflective processes, and (c) actions based on their reflections. The phases were situated within the context of participants’ developing sense of self. Central to this process was the students’ personal development, particularly as individuals in the stage of late adolescence.

The interplay of multicultural and career identity development

Career identity development, involving exploration and commitment, is a lifelong process by an individual that is fundamental to shaping one’s career. Although prior research has investigated what may lead one to develop a strong and clear career identity, there is limited understanding of the cultural influences on career identity development relevant to multicultural individuals. Integrating the identity status paradigm with a narrative identity perspective, we propose that career identity development interplays with multicultural identity development. We explore this interplay through in-depth interviews with Chinese-ethnic multicultural individuals. From the interviews, we elucidate a typology (Multicultural-Career Identity Interplay, ‘MCII’) to explain how multicultural identity and career identity development are interrelated in systematic ways (Commanding, Cruising, and Contending), and introduce a dual-dimensional, relational-oriented framework of career paths. We explain how each MCII pattern corresponds to individual career paths and is associated with immigration age. Our study extends career identity development theory into the cultural identity domain, providing a more nuanced understanding of the dynamic and culturally influenced career development of multicultural individuals. The findings can help individuals and career counsellors better understand and support the career identity development of individuals who identify with more than one culture.

Orthodox Jewish anti-LGBTQ+ ideologies, with implications for clinical practice with Orthodox Jewish LGBTQ+ persons

ABSTRACT Lesbian, gay, bisexual, transgender, queer, questioning, and other sexual and gender minority (LGBTQ+) clients experiencing conflict over personally-held conservative religious beliefs benefit from their clinicians’ having knowledge of their movements’ specific anti-LGBTQ+ ideologies. This paper examines anti-LGBTQ+ ideologies found in Ultra-Orthodox, and Modern Orthodox Judaism. Orthodox Jewish anti-LGBTQ+ ideologies are impacted by historical and intellectual traditions, their adherents’ privileged or oppressed positions in society, their institutions’ relationships to national and global politics, and various historical, social, and economic forces that they help their adherents face. Orthodox Jewish institutions are also associated with certain benefits of staying and costs of leaving, which may draw LGBTQ+ persons to remain involved with them despite having to cope with an intolerant milieu. We suggest classic theories of rational choice, identity development, and religious judgment as ways of understanding and working with LGBTQ+ persons experiencing conflict over personally-held Orthodox Jewish ideas.

Racial challenges and finding meaning in ethnic identity: ethnic-racial socialization experiences of indigenous college students in Taiwan’s higher education

ABSTRACT The culturally diverse higher education settings is conceptualized to facilitate indigenous university students in Taiwan to establish a deeper connection with and understand the meaning of their ethnic identity. Guided by the ethnic identity development theory and school ethnic-racial socialization framework, we asked two research questions: (1) What racial challenges did indigenous students in Taiwan experience at their colleges? (2) How did students utilize college resources to overcome racial challenges and develop a meaningful sense of ethnic identity? A participatory research approach using narrative inquiry was employed (N = 20). Convenience sampling and thematic analysis were adopted. Six themes emerged. Racial challenges were: (1) intergroup discrimination; (2) internal stratification; (3) ethnic identity confusion. Social resources in higher education were: (4) confronting discrimination together; (5) peer appraisal support and encouragement; (6) multicultural social interactions. Research, practice, and policy implications were discussed.

A Theoretical Framework of the Role of Racism in Adolescent Personal Identity Development: Applications to Racially Marginalized Youth in the USA

Racism is an element of the sociocultural context that may significantly impact personal identity development among youth of color in the USA. However, theories of personal identity development largely do not consider the influence of racialized experiences. This paper presents a theoretical framework of the role of racism on adolescent personal identity development (RAPID framework); we demonstrate its utility with the example of interpersonal forms of racism in the context of racially marginalized youth in the USA. The RAPID framework combines psychological and sociological perspectives on identity development to describe moments in the process that may be affected by aspects of racism (e.g., stereotypes, biases). Empirical support for aspects of the framework is drawn from research on adolescents’ ethnic-racial identities and specific aspects of personal identities (e.g., academic identity). To create environments that promote positive personal identity development for ethnic-racially marginalized youth, the RAPID framework addresses potential barriers that can be eliminated and highlights aspects of resilience that can be supported. Suggestions for empirical research on the RAPID framework, as well as for theoretical extensions of it, are discussed.

How Different Are Johnson and Wang? Documenting Discrepancies in the Records of Ethnic Scholars in Scopus

Aim/Purpose. This study captures and describes the discrepancies in the performance matrices of comparable Chinese and American scholars as recorded by Scopus. Background. The contributions of Chinese scholars to the global knowledge enterprise are increasing, whereas indexing bibliometric databases (e.g., Scopus) are not optimally designed to track their names and record their work precisely. Methodology. Coarsened exact matching was employed to construct two samples of comparable Chinese and American scholars in terms of gender, fields of work, educational backgrounds, experience, and workplace. Under 200 scholars, around a third being Chinese and the rest American scholars, were selected through this data construction method. Statistical tests, including logit regressions, Poisson regression, and fractional response models, were applied to both samples to measure and verify the discrepancies stored within their Scopus accounts. Contribution. This study complicates the theory of academic identity development, especially on the intellectual strand, as it shows ethnic scholars may face more errors in how their track records are stored and presented. This study also provides inputs for the discussion of algorithmic discrimination from the academic context and to the scientific community. Findings. This paper finds that Chinese scholars are more prone to imprecise records in Scopus (i.e., more duplicate accounts, a higher gap between the best-statistic accounts, and the total numbers of publications and citations) than their American counterparts. These findings are consistent across two samples and with different statistical tests. Recommendations for Practitioners. This paper suggests practitioners and administrators at research institutions treat scholars’ metrics presented in Scopus or other bibliometric databases with caution while evaluating ethnic scholars’ contributions. Recommendations for Researchers. Scholars and researchers are suggested to dedicate efforts to monitoring their accounts on indexing bibliometric platforms. Impact on Society. This paper raises awareness of the barriers that ethnic scholars face in participating in the scientific community and being recognized for their contributions. Future Research. Future research can be built on this paper by expanding the size of the analytical samples and extending similar analyses on comparable data harvested from other bibliometric platforms.

WHAT YOU SEE IS WHAT YOU GET: A CRITICAL ANALYSIS OF ENGINEERING IDENTITY IN DEPARTMENTAL MAGAZINES

The literature on university marketing materials suggests that institutions of higher education often commodify diversity in order to encourage students from minoritized groups to submit applications to these schools. Drawing from this literature, this study utilized one electrical and computer engineering department's alumni magazine over 16 years to analyze the implicit and explicit ways an ideal engineer is depicted. Drawing on previously published work on engineering identity development and critical race theory, this study utilized critical discourse analysis to uncover how nearly 20 years of departmental publications privilege certain key players in the department (i.e., faculty and successful alumni) over others (i.e., undergraduates, women students, and students of color) and portray students from minoritized backgrounds in problematic ways that may undermine efforts to broaden participation.

Unravelling the Tapestry of Fluid Identity in Mistry’s “A Fine Balance”

This analysis employs Rohinton Mistry's "A Fine Balance" as a case study to examine the experiences and dynamics of the novel's characters within the framework of Marcia's theory of fluid identity. This research examines how James Marcia's identity development theory relates to and contrasts with the idea of fluid identity. The term "identification" is used to describe the dynamic and ever-evolving nature of one's sense of self, which can shift and transform in light of new experiences and relationships, the process of analyzing fictional characters with the intent of learning more about their identities and the influences on those identities. The findings suggest that the characters' identities are fluid, evolving and adapting to suit their situations and personal development. Throughout the story's progression, Marcia's theory provides a helpful framework for understanding how one's identity can be in various stages of diffusion, acquisition, and adaption. Extrinsic factors such as social expectations, political stability, and economic inequality are discussed. Numerous main characters in this novel face grave sociopolitical and cultural issues in 1970s India. This research aims to reveal the characters' nature, their identification level, and the factors that impact their identity. The results show that the protagonists' identities are fluid, changing, and growing in response to their experiences. Understanding the character's journey in A Fine Balance highlights the dynamic complexity of identity formation and the value of adaptability and openness. The consequences impact the individual. The need to be accepting of and helpful to people going through personality changes is emphasized by the social knowledge of personal development and identity.

“Walking between the raindrops”: The hybrid and Intersecting Identities of Arab women with a PhD in Israel

This study examines Palestinian-Arab women with a PhD in Israel. Arabs represent about one-fifth of the country’s population, and despite significant modernization, Arab society remains largely conservative. The study relies on gender and ethnic identity development theories, as well as intersectionality theory. Based on interviews with Arab women who combine an academic career with family life, the findings highlight the barriers they have overcome, as well as opportunities that have promoted their career. It concludes that despite barriers that impede women’s progress, particularly in conservative societies, Arab women academics have realized their ambitions and become role models.

Eight‐ to 12‐year‐old US children's emerging subjective social status identity and intergroup attitudes

AbstractDrawing on social identity development theory, this study investigated a socioeconomically diverse sample of 8‐ to 12‐year‐old US children's (N = 93) subjective social status (SSS), how they determined and identified with their SSS, and whether their own SSS related to their social preferences for individuals from other SSS groups. Children primarily referenced material resources, lifestyles, money, and relative comparisons when explaining how they determined their SSS. Although all children identified with their SSS ingroup and viewed it positively, higher‐SSS children reported stronger identification with their SSS ingroup than did middle‐SSS children. Finally, regardless of their own SSS, children liked higher‐SSS individuals less, on average, than middle‐ or lower‐SSS individuals. Overall, this study provides novel evidence for the emergence of SSS identity in late childhood and its early relations to SSS intergroup preferences.

Developmental trajectories during doctoral study: identifying heterogeneity in psychosocial factor’s development

ABSTRACT Despite their importance to the research enterprise, doctoral students are an underexamined population in higher education. Several studies have emphasized the importance of psychosocial characteristics in academic success and scholarly identity formation. However, few studies have explored their developmental trajectories across a range of disciplines to give an overall perspective of the scholarly identity formation process and its nuances. We argue that doctoral education is a socialization process that, if successful, helps doctoral students to develop a disciplinary identity. We propose that this identity development process is mediated by how students internalize their socialization experiences. Therefore, we integrate concepts from self-determination and identity development theory into socialization theory. Using a three-year longitudinal sample at a single institution (n = 1264), we identify doctoral students’ developmental trajectories in perceptions of competence, autonomy, relatedness, knowledge, and recognition. We identify six different developmental groups according to baseline levels and developmental trajectories during the first two years of doctoral studies. Further, we find that sex, family income background, and anticipatory socialization experiences are associated with membership in these groups. Lastly, we observe that these trajectories are associated with socialization outcomes. Findings highlight a non-monolithic socialization process that calls for a systematic approach to measure these psychosocial characteristics over time. Implications for theory, research, and practice are discussed.

Beyond Skin-Deep: The Relationship between Beauty Ideals and Identity Crisis in Scott Westerfeld's Uglies

Uglies (2005) is the first in Scott Westerfeld's Uglies series of novels. It is a literary work with a futuristic scenario thaP depicts a dystopian world in which people are preoccupied with unnatural standards of beauty. In a realm where science and fiction intertwine, the themes of beauty, identity, and the insidious influence of brainwashing take center stage, inviting readers to delve into the complexities of these interconnected concepts. The tapestry of the novel also involves a speculative discourse surrounding the deleterious implications of cosmetic surgery, thereby engendering an intellectual milieu wherein the ramifications of such practices are rigorously examined and debated. Drawing upon Erik Erikson's identity development theory (1950) and Henri Tajfel and John Turner's social identity theory (1979) as theoretical frameworks, this research paper aims to present an analysis of how the pursuit of beauty ideals contributes to the formation of an externally appealing but inwardly conflicted self-image.