College Student Identity Research Articles

Ethnic Identity and Educational Outcomes in African American College Students

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The Measurement of Professional Identification for Three Types of Normal Students——Survey from A Province in Central China

Teacher education is an important way of national development. The current teacher education system in China is undergoing a transformation from the “Old three-level” of normal education to the “New three-level” of teacher education. In addition, the cultivation of pre-service teachers is an important topic of research at home and abroad, and the study of professional identity focuses on the normal students’ perception and experience of the teachers’ profession in the aspects of expectation, volition value and efficacy, it can be regarded as an important reference to predict whether an individual is suitable for teaching and to test the effect of pre-service teacher training. In this study, Professional Identification Scale for Normal Students (PISNS), which can be used as an effective tool to evaluate the professional identity of normal university and college students, was used to investigate three types of normal students in a central province of China, and the level of their professional identity was compared. The main findings of the study are as follows: (1) There is no difference in professional identity between Public-Funded Undergraduate Normal Students and Public-Funded Associate Normal College Students, and their professional identity level is significantly higher than that of normal students who do not receive government subsidies. (2) The difference between Public-Funded Undergraduate Normal Students and Public-Funded Associate Normal College Students is reflected in the two sub-dimensions of professional identity: professional efficacy and professional volition. (3) The grade increase of Non-Public-Funded Undergraduate Normal Students is inversely related to their professional identity. The study discusses the reasons for the above differences, and presents three types of normal students group face.

Research on Influencing Factors of College Students' Political Institutional Identity: Evidence from China

China has entered a critical period of reform and development and contemporary college students will become an important driving force. Under such circumstances, it is of great significance to consolidate their political institutional identity for maintaining political stability and promoting social progress. Based on the survey data of colleges and universities in central China, this paper, using ordinal logistic regression analysis model (ologit model), scientifically analyzes and accurately identifies the factors influencing the political institutional identity of college students. The empirical results show that, as far as the institution itself is concerned, its fairness, representation and performance have a positive and systematic on institutional identity. In terms of external factors, the cultivation of individual values has a significant positive impact on institutional identity, while multi-culture will lead to the deviation in institutional identity. On this basis, this paper puts forward some suggestions to promote the political institutional identity of college students from the aspects of institutional arrangement, ideological education and social environment.

Dissonance, detachment and college student identity: an exploration of identity gaps in the emerging majority student

As emerging majority students learn to adjust to academic life, they frequently confront feelings of inadequacy and face changing identities in relation to their home communities. These students often feel underprepared, experience both isolation and marginalization, and have difficulty navigating academic culture and expectations. Drawing on a qualitative data collected from 49 students using focus groups and open-ended interviews, this article uses the Communication Theory of Identity to examine disassociation and distancing in the form of personal-relational identity gaps that influence the emergence of the self-categorization of a college student identity among emerging majority students.

The reflection level and the construction of professional identity of university students

ABSTRACT To strengthen students’ professional identity (PI), it is vital to give reflection a central place in higher education. The aim of this study is to determine the extent to which students reflect on five components of PI (self-image, self-esteem, task perception, job motivation and future perspective) and at what reflection level. Twenty-five reflection narratives from Spanish and Dutch students from five different study programmes were qualitatively analysed and quantitatively evaluated to find out about students’ identifying and self-assessing PI components. The results indicate that PI components were clearly recognizable in the reflection reports and could be classified using one of the four levels of reflection with high inter-rater reliability. About 40% of the students achieved the critical reflection level on one or more PI components. Reflecting on the five components of PI, with the aim of achieving the level of critical reflection, can be a useful guide for students.

Content of Civil Identity of Students

The empirical study featured content-related characteristics of civic identity in university students. According to constructivist approach, civic identity is a cognitive-value formation shaped in the process of personal development. It manifests itself in the subjective significance of one’s nationality. Its structure consists of cognitive (meaningful), affective (emotional-evaluative), and behavioral components. The cognitive component was the first stage in the present study of students’ civic identity conducted in February 2020. The authors used a Citizen’s Questionnaire developed by O. S. Deyneka and analyzed essays "Russia is My Country". The analysis revealed the structure of the substantial component of civic identity: the image of the state, government, fellow citizens, an ideal citizen, etc., and ideas about Russian values, environment, culture, history, etc. The data obtained gave reason to believe that civic identity has worldview, social, and territorial foundations. The respondents admired the nature, territory, and historical achievements of Russia, while the image of the state, fellow citizens, and authorities belonged to problematic representations. The present research can help to develop new technologies for the support of civic identity at university.

Discussion on Improving the Political Identity of College Students in the Network Environment

With the in-depth reform of China’s higher education system, the status of ideological and political education in colleges and universities plays a pivotal role, and the political identity of college students has developed rapidly. Under the traditional education system, colleges and universities attach great importance to increasing political identity education in ideological and political theory courses. Under the current new situation, college students are the most active group on the Internet, and they are accustomed to expressing opinions and attitudes on different events through the Internet. Therefore, it should be aware of the importance of enhancing the political identity of college students under the network environment, and give full play to the role of the Internet in cultivating college students’ political identity. This article focuses on the issues related to enhancing the political identity of college students in the network environment, and enhancing the political identity of college students.

An Empirical Study on the Professional Identity and Career Decision-making Difficulties of Business Administration College Students

This paper studied the career decision difficulties of college students through 268 questionnaires, and revealed the influence mechanism of the degree of major recognition on the career decision-making difficulties. First of all, the original Major ldentity and Career decision difficulties questionnaire were adjusted; Secondly the influential factors were analyzed and found that gender, major, major selection intention and family residence, whether to participate in major practice impact on major and career decision-making significantly. Hierarchical Regression Model shows that major recognition has significant negative influence on career decision-making difficulties. Therefore, in order to improve students’ major recognition and reduce the difficulty in making employment decisions, it is necessary to strengthen professional guidance from the college entrance examination application. More professional practice and more vocational guidance for rural children.

College Student Recovery and Identity Development

AbstractThis chapter outlines the unique identity transformation needs of college students in recovery and suggests ways universities can support this evolving recovery identity.

Exploring college student identity among young people with foster care histories and mental health challenges

Young adults with foster care histories experience unique barriers to success in postsecondary academic settings, including higher rates of mental health challenges. This study reports the perspectives of college students with foster care histories and self-identified mental health concerns (N = 18) about how these factors relate to their post-secondary academic experiences. Study participants describe managing their mental health amid other academic and life stressors, share their perspectives on campus-based support and help-seeking experiences, and highlight the need for acknowledgement of their foster care identities in conjunction with their developing college student identities. Participants make a case for programming to help with managing challenges related to overwhelming emotions in response to compounding stressors, balancing self-reliance with help-seeking when needed, and developing interpersonal relationships that reduce feelings of otherness in the campus context. Recommendations for improving student experiences include mental health services provided by people familiar with the lived experience of foster care, access to foster student-specific programs providing social, emotional, and academic support, and campus-wide efforts improve the conditions for academic success in the face of difficult personal histories and elevated mental health challenges.

Becoming Backpack: Towards a Counter-Inscription of Young Adult Collegian Identity Work

This article invites readers to encounter the author’s early attempts at engaging creatively with data produced during a research project called Life Lines: The Art of Being Alive to Young Adulthood. Launched in January 2019, the Life Lines project was conceived as a critical participatory arts-engaged research endeavor aimed at opening up conventional theoretical wisdom about the nature of young adult college student identity formation. In addition to providing details of the inquiry project’s design and aims, a series of visual and poetic prose narratives open and become threaded throughout the article. These multimodal expressive forms function as a type of creative counter-inscription device, working both to complicate identity development models that limit subjectivity to human consciousness and agency, and to illustrate a more expansive, somatically attuned, and materially-entangled set of practices and productions of young adult identity work’s work and its study.

Research on National Security Cognition Level of College Students in the New Era

At present, the holistic view of national security education has the characteristics of marginalization, fragmentation of content and formalization of implementation. The situation of security education is not optimistic. In order to cope with the risks and challenges of foreign hostile forces penetrating into the ideological field of our country better, ensure the security and stability of our country in the critical and tackling period, it has become an urgent issue of the times to focus on the development level, existing problems and cultivation path of the holistic view of national security of the young people in the new era. However, at present, the research on the youth's holistic view of national security based only on the dimension of "country", "construction" and "cognition" is somewhat monotonous, and there are few studies on the measurement system from the macro (country) to the micro (cognition) level. Scholars conducted empirical research on the cognition and identity of college students from different perspectives of national security, and use basic statistical tools to analyze the internalization status of college students' holistic view of national security. All of them show that college students' security awareness is weak. But specifically, which level of cognition has the problem, what are the influencing factors, there is no systematic and comprehensive answer. The fusion analysis based on national security, psychology and statistics will give a better answer to this problem.

The Relationship between Sense of Coherence and Identity in University Students

The Relationship between Sense of Coherence and Identity in University Students

大学生父母教养方式、道德认同和亲社会行为的关系研究

大学生父母教养方式、道德认同和亲社会行为的关系研究

“The weight we carry in our backpack is not the weight of our books, it’s the weight of our community!”: Latinas negotiating identity and multiple roles

Author(s): Camargo Gonzalez, Lorena | Abstract: In the United States, out of 100 Latina/o elementary students, only 0.3 will complete a doctorate degree. Latinas/os/x as a fast-growing minority population in the United States continue to be underrepresented in higher education. The underrepresentation and limited empirical research on Latinas with advanced degrees calls for immediate attention to the inequities that exist within the Latina/o/x educational pipeline. Drawing from a Latina/o Critical Theory analysis and Chicana Feminist Epistemology standpoint these interviews explore the nuanced experiences of twelve Latinas in an Educational Leadership Doctoral Program. Life history interviews were used to reveal how the women 1) balance and negotiate their multiple racial, social class, and gender identities and roles, 2) their first-generation college student identity and guilt and 3) their identity and roles as motivation

Personal and Ethnic Identity in Students: a Cross-Cultural Comparison

The research featured a cross-cultural comparison of personal and ethnic identity in university students in the conditions of multicultural educational environment. The study involved 141 students: 48 Russians, 45 students from various European countries, and 48 Chinese students. The psychodiagnostic research methods included the questionnaire "Who Am I?" by M. Kuhn and T. McPartland as modified by T. V. Rumyantseva and the questionnaire "Types of ethnic identity" by G. U. Soldatova, S. V. Ryzhova. The research revealed common and specific features of personal and ethnic identity of each group. The importance of reflection and identification of one’s own educational and professional role position were present in the structure of personal identity of every group. As for the structure of ethnic identity, all groups demonstrated an increased level of positive ethnic identity and an average level of ethnic indifference. In the content of personal identity of Russian students, the Social Self (profession, family), the Perspective Self, and the Reflective Self were more pronounced in contrast with other groups. The European students showed a greater manifestation of ethnic nihilism. The Chinese students demonstrated a greater hyperidentity. In each test group, the authors established two types that differed in the specifics of the relationship between personal and ethnic identity. The results can improve the psychological support of students in the process of their self-identification in the conditions of multicultural educational environment.

Moderation Effects of Career Barriers on the Relationship between Career Identity and Job Search Efficacy in College Students

Moderation Effects of Career Barriers on the Relationship between Career Identity and Job Search Efficacy in College Students

An Exploration of Civic Identity in First-Generation College Students: From Charity to Solidarity

The intertwining effects of the college environment and first-generation status on student civic engagement have not been examined in detail, yet this information is essential to support the development of civic identity in college students. This study uses holistic, descriptive collective case study method to explore the civic engagement of first-generation college students at a large public university. Emergent themes correspond to first-generation college student identity development and four of the positions of civic identity development.

The Relationship of College Student and Veteran Identities to Mental Health Symptoms and Alcohol Use Among Veteran and Nonveteran Students

Although the 9/11 GI Bill gives veterans access to educational benefits, many return from deployment with physical and psychological challenges that may impede academic success. The current study assessed veteran and nonveteran students reports of alcohol misuse and psychiatric symptoms. The study sought to examine how identifying as a veteran and/or a college student might influence the relationship between veteran status and alcohol and psychiatric symptoms. Participants were 184 veteran and 201 nonveteran students, who completed measures of alcohol use and problems, posttraumatic stress disorder (PTSD), generalized anxiety, depression symptoms, and identification with college student and veteran identities. Veterans were less likely to identify with typical college students compared to nonveterans. There were no significant differences in alcohol use, consequences, or PTSD symptoms between veteran and nonveteran students. However, veteran status was associated with lower scores on measures of depression and anxiety. Interestingly, identification with typical students was associated with lower scores on all measures of mental health symptoms. Moderation analyses suggests that higher identification with typical college student identity was associated with fewer PTSD symptoms particularly among veterans. Identification with typical students may be associated with fewer mental health symptoms among college students, particularly veterans returning to college.

Third Space: The Need for Multiracial College Student Groups at University Counseling Centers

ABSTRACT Multiracial individuals have been simultaneously oppressed and neglected in U.S. society. Although the population of Multiracially-identifying individuals in the United States continues to grow, the predominant counseling literature continues to focus primarily on monoracial identity groups. This has significant implications for Multiracial individuals as they negotiate their space in society. Multiracial college students on predominately monoracial campuses are a particularly vulnerable group that can benefit from support in developing a positive racial identity. This paper offers a review of extant literature on the Multiracial experience in the United States and proposes the utility of Multiracial groups as a university counseling service for Multiracial college student identity development and support.