Identity Trajectories Research Articles

Personality traits and narrative Identity: Changes in Mid-Adolescence to emerging adulthood in Relation to Well-Being

Limited research addresses personality shifts from mid-adolescence to emerging adulthood, alongside well-being. This study analysed Big Five trait and narrative identity change (thematic coherence, causal coherence, resolution valence) across 111 individuals (46.8% female) aged 15/16 who were reassessed at age 21. Neuroticism, conscientiousness, thematic coherence, and causal coherence rose, lacking stability for the latter two; extraversion decreased. Thematic coherence correlated with agreeableness and lower conscientiousness in mid-adolescence, and lower depression at emerging adulthood. Causal coherence correlated with conscientiousness, and lower depression. Extraversion, agreeableness, conscientiousness, and openness correlated with better well-being, particularly at emerging adulthood. Causal coherence correlated with self-esteem; mid-adolescents’ negative resolution valence predicted later depression and poorer self-esteem, controlling for traits. Findings imply distinct trait and narrative identity trajectories.

Becoming exceptional: the role of capital in the development and mediation of mathematics identity and degree trajectories

Becoming exceptional: the role of capital in the development and mediation of mathematics identity and degree trajectories

Childhood Gender Diversity and Mental Health: Protocol for the Longitudinal, Observational Gender Journey Project.

Prepubertal transgender, nonbinary, and gender-diverse (TGD) children (ie, those asserting gender identity, expressing gender-role behavior outside of culturally defined norms for their sex registered at birth, or both) are presenting in greater numbers to pediatric gender clinics across the United States and abroad. A large subset of TGD children experiences gender dysphoria, that is, distress that arises from the incongruence between gender identity and sex registered at birth. A lack of consensus exists regarding care for prepubertal TGD children due, in part, to a dearth of empirical research on longitudinal developmental trajectories of gender identity, role behavior, and gender dysphoria (when present). The objective of this National Institutes of Health-funded study is to provide evidence to inform clinical care for prepubertal TGD children by establishing a US longitudinal cohort (N=248) of prepubertal TGD children and their caregivers that is followed prospectively at 6-month intervals across 18 months. At each timepoint, clinical and behavioral data are collected via web-based visit from child and caregiver reporters. Latent class analysis, among other methods, is used to identify subgroups and longitudinally characterize the gender identity and gender-role behavior of TGD children. These models will define longitudinal patterns of gender identity stability and characterize the relationship between TGD classes and mental and behavioral health outcomes, including the moderating role of social gender transition (when present), on these associations. Baseline data collection (N=248) is complete, and the identification of TGD subgroups based on gender identity and expression using latent class analysis is anticipated in 2024. The completion of all 4 waves of data collection is anticipated in July 2024, coinciding with the start of a no-cost study extension period. We anticipate longitudinal analyses to be completed by winter 2024. Through a longitudinal observational design, this research involving prepubertal TGD children and their caregivers aims to provide empirical knowledge on gender development in a US sample of TGD children, their mental health symptomology and functioning over time, and how family initiated social gender transition may predict or alleviate mental health symptoms or diagnoses. The research findings have promise for clinicians and families aiming to ensure the best developmental outcome for these children as they develop into adolescents. DERR1-10.2196/55558.

Becoming and being a translation and interpreting teacher in China: A sustainable role identity trajectory

This study presents a Translation and Interpreting Teacher Role Identity (TITRI) trajectory, a sustainable career development model for T&I teachers. It employs a qualitative case study method to investigate the professional lives of three T&I teachers in China, mapping their role identity development across three stages using the Dynamic Systems Model of Role Identity (DSMRI). The findings highlight that the three case participants have experienced some major events, symbolizing a career path beginning as a T&I practitioner and culminating into a multifaceted role. The analysis emphasizes how major events define the TITRI trajectory, shaping T&I teachers’ professional paths and highlighting the dynamic interplay between their personal experiences and professional development. The TITRI trajectory enhances our understanding of the professional role identity of T&I teachers. It adds to the existing literature on T&I teacher professional development by providing deeper insights into the mechanisms that help T&I teachers in cultivating their roles as trainers/educators, researchers and practitioners within the higher educational context.

Longitudinal Trajectories of Identity Formation and Resilience Development in Adolescents Living in Under-Resourced Communities

Identity and resilience are critical during adolescence, especially when facing contextual challenges. This longitudinal study explored the trajectories of identity and resilience in adolescents (n = 546; MAge = 16.22) living in an under-resourced South African community. Associations between identity and resilience were analyzed across three time points using repeated measures ANOVA’s. The dimensions of identity did not vary substantially across time, but resilience scores fluctuated significantly. Participants with high resilience showed a substantial decrease in Exploration in Depth over time, while participants with low resilience showed an increase. The findings provide insights into how to foster resilience in adolescents living in under-resourced communities.

“I could become a white hat hacker” or “At least I am creative”: Children's technology protagonist identities and their evolution during a critical design and making project

Child Computer Interaction (CCI) research stresses the importance of nurturing children's designer and maker identities; children should be growing up as future technology protagonists, who are driving technology development and critically reflecting on it. While the importance of designer and maker skills has been emphasized in the CCI literature, studies focusing on children's identity development are scarcer. This paper starts to fill this research gap. We develop a theoretical framework on children's technology protagonist identity based on multidisciplinary literature base. Based on pre- and post-interview dataset from a long-term critical design and making project with several school-classes, we identify divergent aspects of protagonist identity among children: they position themselves variably as technology users, designers, makers, critics and activists. Different designer and maker identity trajectories are also identified. The paper contributes to CCI research on identity and CCI discourse on technology protagonists and children's technology education.

Trajectories of Gender Identity and Depressive Symptoms in Youths

Concerns about the mental health of youths going through gender identity transitions have received increased attention. There is a need for empirical evidence to understand how transitions in self-reported gender identity are associated with mental health. To examine whether and how often youths changed self-reported gender identities in a longitudinal sample of sexual and gender minority (SGM) youths, and whether trajectories of gender identity were associated with depressive symptoms. This cohort study used data from 4 waves (every 9 months) of a longitudinal community-based study collected in 2 large cities in the US (1 in the Northeast and 1 in the Southwest) between November 2011 and June 2015. Eligible participants included youths who self-identified as SGM from community-based agencies and college groups for SGM youths. Data analysis occurred from September 2022 to June 2023. Gender identity trajectories and gender identity variability. The Beck Depression Inventory for Youth (BDI-Y) assessed depressive symptoms. Gender identity variability was measured as the number of times participants' gender identity changed. Hierarchical linear models investigated gender identity trajectories and whether gender identity variability was associated with depressive symptoms over time. Among the 366 SGM youths included in the study (mean [SD] age, 18.61 [1.71] years; 181 [49.4%] assigned male at birth and 185 [50.6%] assigned female at birth), 4 gender identity trajectory groups were identified: (1) cisgender across all waves (274 participants ), (2) transgender or gender diverse (TGD) across all waves (32 participants), (3) initially cisgender but TGD by wave 4 (ie, cisgender to TGD [28 participants]), and (4) initially TGD but cisgender by wave 4 (ie, TGD to cisgender [32 participants]). One in 5 youths (18.3%) reported a different gender identity over a period of approximately 3.5 years; 28 youths varied gender identity more than twice. The cisgender to TGD group reported higher levels of depression compared with the cisgender group at baseline (Β = 4.66; SE = 2.10; P = .03), but there was no statistical difference once exposure to lesbian, gay, bisexual, and transgender violence was taken into account (Β = 3.31; SE = 2.36; P = .16). Gender identity variability was not associated with within-person change in depressive symptoms (Β = 0.23; SE = 0.74; P = .75) or the level of depressive symptoms (Β = 2.43; SE = 2.51; P = .33). These findings suggest that gender identity can evolve among SGM youths across time and that changes in gender identity are not associated with changes in depressive symptoms. Further longitudinal work should explore gender identity variability and adolescent and adult health.

Impact of Migration on Identity Formation: A Study of Second-Generation Immigrants

Purpose: This study sought to explore the impact of migration on identity formation looking at the second generation immigrants. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the impact of migration on identity formation. Preliminary empirical review revealed that migration experiences profoundly influenced the construction of cultural identities. Through an analysis of diverse experiences, the study revealed the heterogeneous nature of identity trajectories among second-generation immigrants, ranging from strong attachment to ethnic heritage to fluid, hybrid identities. Socio-cultural factors such as family dynamics, socio-economic status, and institutional support played significant roles in shaping individuals' identity formation processes. The findings emphasized the importance of inclusive policies and supportive networks in facilitating positive identity development among second-generation immigrants, contributing to a deeper understanding of identity construction in multicultural societies. Unique Contribution to Theory, Practice and Policy: The Social Identity theory, Intersectionality theory and Acculturation theory may be used to anchor future studies on the impact of migration on identity formation. The study made significant contributions to theory, practice, and policy by elucidating the complex interplay between migration experiences and identity formation among second-generation immigrants. Drawing upon established theories such as Social Identity Theory, Intersectionality Theory, and Acculturation Theory, the study provided a nuanced understanding of the factors shaping identity trajectories. Recommendations included implementing culturally responsive teaching practices, developing interventions to support psychosocial well-being, and adopting inclusive integration policies. These insights empowered educators, mental health professionals, community organizations, and policymakers to create more inclusive and supportive environments for second-generation immigrants navigating their identities within the context of migration.

Identity Transition of English Pre Service Teachers Studying at Teacher Profession Education Program

The identity transition of four prospective professional teachers while undergoing a professional development program is essential to consider. This research aims to understand the dynamics and processes that allow professional identities to develop and change. This research uses qualitative research and Schlossberg's transition model as a framework. The research participants were four prospective teachers from the Teacher Professional Education program. Data collection was carried out using the narrative inquiry method. The data analysis technique uses qualitative descriptive analysis. This study found that identity trajectories from the pre-transition period contributed to their current identity transition. Their previous change in identity was because teaching is an honorable profession with other perceived benefits, such as economic and cultural capital. In this program, prospective teachers said there was a transformation in their professional experience. The study emphasizes the importance of continuing education for prospective teachers to become professional teachers. Teacher education plays a vital role in ensuring that teachers have a strong foundation in the theory and practice of education. Qualified teachers are critical in providing effective and quality education to students, so teacher education is essential to the education system.

Identity Trajectories of Faculty Members through Interdisciplinary STEAM Collaboration Paired with Public Communication

Faculty members in science, technology, engineering, and mathematics (STEM) fields are accustomed to presenting their research findings through journal publications, conference presentations, textbooks, and other academic mediums. However, the audience for these traditional forms of communication are other researchers, which raises concerns about how science research and knowledge are communicated to audiences who have less expertise on these topics. We sought to understand how faculty members develop their identities through collaborative professional development opportunities aimed at growing communication skills to communicate with audiences less familiar with research through interdisciplinary science, technology, engineering, arts, and mathematics (STEAM) activities. We conducted a qualitative, longitudinal study with sixteen STEAM faculty members to explore their identity trajectories as their interdisciplinary cohorts participated in various collaborations to engage with public audiences about their research. Through our analysis, we found that each faculty member’s dominant identity played a significant role in their identity trajectory through their professional development. We observed a significant growth in faculty members’ communication skills, such as learning new presentation techniques to engage others in their research areas of expertise and in their understanding of interdisciplinary STEAM collaboration. Our results provide insights into the identity trajectories of faculty members and how their identity development through these interdisciplinary STEAM collaborations will impact their formal education roles as researchers and teachers moving forward.

Gender identity, inter-team competition and leader self-efficacy developmental trajectories in a multi-institutional leader development program

PurposeThis study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between students who identify as men and those who identify as women.Design/methodology/approachSurvey design.FindingsResults indicate that women participants enter their competition experience at higher levels of leader self-efficacy than men and that both groups were able to sustain moderate levels of growth measured several months after the end of the competition.Originality/valueThe gap between men and women in their leader self-efficacy did not change over the several months of measurement. Implications for leadership educators are discussed.

Graduate student experiences of engineering education research in Canada

ABSTRACT In Canada, formal structures for advancing engineering education research (EER), including graduate programmes, funding, and career pathways, are uncommon. However, an active informal EER community exists. Using the Identity Trajectory Framework, we designed an exploratory basic interpretive qualitative study to learn how 21 graduate students experienced EER in Canada. EER’s dualist internal identity and lack of external identity, credibility, and structural support create a feedback loop of uncertainties for graduate students trying to navigate EER. This inhibits the healthy development of EER as an academic discipline, and thereby, the healthy development of EER graduate students. If we want to successfully support graduate students in developing their identity as EER researchers, we need institutional structures. Understanding how graduate students experience EER in Canada is important to understand how to build capacity here and in other locales where the field is newly developing.

Personal and illness identity in youth with type 1 diabetes: Developmental trajectories and associations.

Having Type 1 diabetes (T1D) may complicate the normative developmental task of personal identity formation in adolescence and emerging adulthood. Besides exploring and committing to identity choices in different life domains, youth with T1D need to integrate their illness into their identity, a process labeled as illness identity. The present study examined whether youth with T1D belonging to different personal identity trajectory classes developed differently on four illness identity dimensions (acceptance, enrichment, engulfment, rejection). This four-wave longitudinal study over a 3-year period used self-report questionnaires to examine how personal identity trajectory classes were related to illness identity over time in youth with T1D (baseline: n = 558; 54% female; age range = 14-25 years). Personal identity trajectory classes were identified using latent class growth analysis. Differential development of the four illness identity dimensions among these personal identity trajectory classes was examined using multigroup latent growth curve modeling. Five personal identity trajectory classes were identified: achievement, foreclosure, moratorium, carefree diffusion, and troubled diffusion. Individuals in achievement and foreclosure displayed highest levels of diabetes integration (i.e., high levels of acceptance and enrichment; low levels of engulfment and rejection), whereas individuals in troubled diffusion displayed lowest levels of illness integration (i.e., low levels of acceptance and enrichment; high levels of engulfment and rejection). The present study confirms that personal identity development relates to illness identity development over time in youth with T1D. Understanding the intricate link between personal and illness identity may help clinicians to tailor their interventions to patients' individual needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

#Resilience is not enough for Black women in STEM: Counterstories of two young Black women becoming a STEM person

AbstractBoth K‐12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co‐authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self‐doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline.

‘People don’t buy art, they buy artists’: Robot artists – work, identity, and expertise

This article critically examines the construction of the artistic identity and career of Ai-Da, ‘the world's first ultra-realistic humanoid robot artist’. Engaging with scholarship on posthumanism and creative assemblages, and creative work, identity and expertise, this article conceptualises Ai-Da's distinctive positioning and focuses on the practices used to construct a creative worker identity and career. The article uses qualitative content analysis to examine journalistic coverage, promotional and presentation activities, exhibitions and performances, and social media postings over a four-year period from Ai-Da’s first launch to international visibility. The analysis shows how Ai-Da is positioned as a high-profile, border crossing artist, engaging in debates about Artificial Intelligence (AI), art, and the environment. It considers the creative assemblage of Ai-Da as a humanoid robot artist, the creator Aidan Meller and the team working with him, and the wider contextual factors of aesthetic expertise, networks and knowledge of art worlds which have shaped Ai-Da's artistic identity and career trajectory. The focus on how Ai-Da signals expertise on social media helps to frame the specific techniques used to speak about and for Ai-Da on social media platforms and wider media coverage. This includes articulating inspiration, showcasing artistic processes and cultivating audience relationships. In concluding, the implications of connecting critical perspectives on creative work with developments in art, AI and robot artists are explored: firstly, for understanding how the practices for constructing an artistic identity shape the development of robot artists; secondly, for understanding how developments in art and AI can frame reflections on artistic identity and careers.

“I feel like I’m living the authenticity of my being”: gender identity developmental trajectories of trans youth in Portugal

Background Research into the identity development of trans people has been emerging, but there is still a need for further study. While significant processes for identity construction take place during late adolescence and early adulthood, it is important to understand which milestones are associated with the trajectories of gender identity (GI) development. Aims The present study aimed at exploring the gender identity (GI) developmental trajectories of young Portuguese trans people and the processes associated with them. Methods Interviews were conducted with sixteen young people aged between 16 and 26, recruited through LGBTI+ formal associations and informal online groups, as well as through psychology and sexology consultations. The interviews were conducted face-to-face and online and were analyzed through thematic analysis, which aims to identify, analyze and report patterns in a qualitative data series. Results Six themes were identified and linked to developmental milestones. These were related to: (1) Discomfort in relation to the gender assigned at birth and its social roles; (2) Body discomfort; (3) Discovery of trans identities; (4) Disclosure of GI; (5) Perceived support; (6) Authentic living of GI. Linked to these themes, four sub-themes were identified as well. Discussion Based on the life course theory, moments of transition and turning points were identified, as well as social influences such as historical time and place. Thereby, this study contributed to a better understanding of trans youth’s GI developmental trajectories in the Portuguese context, where the study on this topic is still emergent, also contributing to inform the path to be taken at the international level regarding socio-legal policies concerning trans youth.

Characterization of the Cambaroides wladiwostokiensis Birstein & Vinogradov, 1934 (Decapoda: Astacidea) Mitochondrial Genome Using Genome Skimming and the Phylogenetic Implications within the Astacidea Infraorder.

The mitochondrial genome is a powerful tool for exploring and confirming species identity and understanding evolutionary trajectories. The genus Cambaroides, which consists of freshwater crayfish, is recognized for its evolutionary and morphological complexities. However, comprehensive genetic and mitogenomic data on species within this genus, such as C. wladiwostokiensis, remain scarce, thereby necessitating an in-depth mitogenomic exploration to decipher its evolutionary position and validate its species identity. The mitochondrial genome of C. wladiwostokiensis was obtained through shallow Illumina paired-end sequencing of total DNA, followed by hybrid assembly using both de novo and reference-based techniques. Comparative analysis was performed using available Cambaroides mitochondrial genomes obtained from National Center for Biotechnology Information (NCBI). Additionally, phylogenetic analyses of 23 representatives from three families within the Astacidea infraorder were employed using the PhyloSuite platform for sequence management and phylogenetic preparation, to elucidate phylogenetic relationships via Bayesian Inference (BI), based on concatenated mitochondrial fragments. The resulting genome, which spans 16,391 base pairs was investigated, revealing 13 protein-coding genes, rRNAs (12S and 16S), 19 tRNAs, and a putative control region. Comparative analysis together with five other Cambaroides mitogenomes retrieved from GenBank unveiled regions that remained unread due to challenges associated with the genome skimming technique. Protein-coding genes varied in size and typically exhibited common start (ATG) and stop (TAA) codons. However, exceptions were noted in ND5 (start codon: GTG) and ND1 (stop codon: TAG). Landscape analysis was used to explore sequence variation across the five available mitochondrial genomes of Cambaroides. Collectively, these findings reveal variable sites and contribute to a deeper understanding of the genetic diversity in this genus alongside the further development of species-specific primers for noninvasive monitoring techniques. The partitioned phylogenetic analysis of Astacidea revealed a paraphyletic origin of Asian cambarids, which confirms the data in recent studies based on both multilocus analyses and integrative approaches.

White Preservice Teachers and Antiracist Practice: Enabling Trajectories of Learning and Identity in Teacher Preparation

ABSTRACT Preparing white antiracist teachers is an enduring challenge for teacher education. In this article, I demonstrate that white preservice teachers need ongoing access to a full range of learning and identity resources if they are to develop strong connections with antiracism and develop as antiracist teachers. I present data from an 18-month study that illustrates how white preservice teachers’ trajectories of learning and identity are shaped by their access to and engagement with distinct types of learning and identity resources. I discuss the significance of specific resources and identify factors that seem to influence the availability and uptake of such resources by white preservice teachers. I argue that an explicitly resource-rich orientation to preservice teacher learning can be leveraged by teacher educators to ensure that white preservice teachers have access to and engage with the types of resources needed to form a strong identification with antiracist practice and develop the capacity to enact it in the classroom.

Heritage culture and national identity trajectories: Relations to classroom cultural diversity climate and socioemotional adjustment for adolescents of immigrant descent

Adolescents’ heritage culture and national identities are potential developmental assets for socioemotional adjustment. The school context can support the development of such identities. Therefore, the aims of our study are to (1) identify patterns of heritage and national identity trajectories across mid-adolescence, (2) test whether they are predicted by classroom cultural diversity climate, and (3) test whether they are linked to socioemotional adjustment. Adolescents of immigrant descent in Germany (N = 431, 50.3% female, Mage = 12.36 at T1) filled out surveys at the beginning (T1) and end of 7th grade (T2), and end of 8th grade (T3). Using latent growth mixture models, three trajectories were identified, which had stable, moderate national identities but varied in heritage identity: “high decreasing heritage identity”, “moderate stable identities”, and “low increasing heritage identity”. At the classroom level (but not individual level) diversity climate at T1 predicted a “moderate stable identities” trajectory, compared to a “low increasing heritage identity” trajectory. Further, adolescents in the “moderate stable identities” trajectory reported higher life satisfaction at T3 compared to those in the “low increasing heritage identity” trajectory. Overall, the findings suggest heterogeneity in identity trajectories with implications for socioemotional adjustment.

Studying a mathematics teacher’s documentational and identity trajectories over time

AbstractWe study the interactions over 22 years between one mathematics teacher and his resources for teaching, especially digital ones, with a dual focus on the teacher’s documentational and identity trajectories and professional development. We combined a theoretical framework on teachers’ work with resources—documentational approach to didactics (DAD)—with a framework based on social practice theory—patterns of participation (PoP). The DAD analysis provided rich descriptions of which digital resources the teacher interacted with and of the transformative evolution of these interactions over time. The PoP analysis offered explanations of how and why the teacher transformed his interactions with the resources through foregrounding affective and contextual factors as significant for the teacher’s formation of identity. We conclude that the combination of the two frameworks provided deeper and complementary insights into the teacher’s long-term professional development with digital resources, and that such networking is needed to develop balanced understandings of teachers’ long-term interactions with digital resources.