Model Of Identity Development Research Articles

The mediating role of positive body image between friendship qualities, well-being strategies and identity development among adolescents

AbstractThis study aimed to explore the mediating role of body image in the association between The utilization of strategies aimed at enhancing subjective well-being, friendship qualities, and identity development. The participants consisted of 270 early adolescents, comprising 157 girls (58.15%) and 113 boys (41.85%). Data were collected using several scales, including the “Body Appreciation Scale,” “Subjective Well-Being Increasing Strategies Scale for Adolescents,” “Friendship Qualities Scale,” and “The Dimensions of Identity Development Scale.” Two-stage structural equation modeling was employed to analyze the gathered data. The findings indicated a positive model of identity development in adolescents, highlighting that subjective well-being increasing strategies contribute positively to identity development, and this relationship is mediated by positive body image. Furthermore, the study found that positive body image also mediates the association between adolescents’ identity development and the establishment of quality friendships.

Heritage language identity matters: Tracing the trajectory of a Chinese heritage mother and contested Chinese dual language bilingual education

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

Identity development negotiation and navigation for LGBTQ + individuals in the Deep South

Queer individuals face a variety of complicated and fraught processes for coming to understand, navigate, and develop their gender and sexual identities. While many existing gender and sexual identity development models propose stages through which individuals might proceed in an orderly and predictable pattern, these models often fail to account for contextual factors and intersections with racism and racial identity development. In this study with LGBTQ + people in the Deep South region of the U.S., we document the ways that identity navigation processes were complicated, cyclical, and tenuous, as well as the ways that contextual factors variously constrained or facilitated identity processes. We also argue that racism and racial identity development intersected with gender and sexual identity development as well as interacting with contextual factors.

Dismantling Gender Binaries: An Emergent Model for Nonbinary Identity Development

The purpose of this article is to describe an emergent model that conceptualizes common experiences for nonbinary people as they explore and navigate their identities by synthesizing existing nonbinary identity development literature. We ground our manuscript epistemologically in queer theory, queer of color critique, and intersectionality theory. Our model traces stars that make up nonbinary identity development constellations: embracing fluidity and ambiguity, exploring transition, navigating disclosure, witnessing and mirroring, developing kinship networks, and worldmaking. We guide our conversations to practitioners, administrators, and policymakers in higher education and student affairs to complicate their understanding of gender identity development processes with goals of creating more gender-affirming practices and policies for nonbinary people in higher education.

The Interplay of Identity Construction and Motivational Development in Chinese Heritage Language Learning: Confrontation between Individual Agency and Hegemonic Social Discourse

This study explores the intricate relationship between identity construction and motivational development in Chinese Heritage Language (CHL) learners. Drawing on the narratives of three CHL learners in the UK, the research employs a post-structuralist perspective and the Heritage Language Identity Development Model (HLIDM) to analyze the dynamic interplay of personal histories, spatial contexts, and relational experiences in shaping learners’ identities and motivations. The findings underscore the pivotal role of accepting one’s Chinese identity in shaping motivations to learn CHL. However, this acceptance is not passive but emerges from active societal participation and the exercise of individual agency. The study also highlights the significant influence of societal hegemonic discourses, particularly those related to authenticity, which can impact learners’ motivations negatively. The research concludes by emphasizing the need for a more inclusive understanding of Chinese identity and a challenge to dominant discourses on authenticity to support effective CHL learning.

FORMATION OF PROFESSIONAL IDENTITY OF MEDICAL STUDENTS IN HIGHER EDUCATION INSTITUTIONS

The article analyses the main models and theories on the study of the concept of "professional identity" and the main factors influencing the formation of students' professional identity during their studies in higher education institutions. The article studies and compares the Erikson model of identity development, the theory of social identity, and the theory of career choice. The main provisions of professional identity in the works of world and national scientists are considered. Novelty of the work includes the study of domestic and international experience of educational work aimed at the formation of a positive professional identity of students. The authors propose forms and methods of work that will contribute to the formation of the professional identity of medical students, in particular, it is proposed to introduce comprehensive educational programmes and include certain topics, courses, etc. in the curriculum that would contribute to the formation of professional competence and identity of students of professional higher education. Relevance of the topic is due to the fact that the problem of professional adaptation and identification of students in higher education institutions after they have chosen a speciality, and the effectiveness of their work requires a detailed study. The authors investigated the content of the concept of "professional identity". The authors reviewed the influencing factors on the formation of professional identity, in particular, the role of educational work and the role of the teacher in the process of forming students' professional identity. The problems of professional identity formation at the university stage in Ukrainian higher education institutions are studied. The emphasis is placed on the modernisation of teaching and educational work in the higher education system of Ukraine. It is emphasised that practical training, which universities should provide through internships, cooperative programmes, research projects and practices, is of great importance in the formation of professional identity in students.

Identity Development of Emerging Adults Revealing Negative Experiences of Their Parents

This qualitative investigation explored the identity development of emerging adults who revealed their parents’ negative experiences. Participants were 169 Chinese college students ( M = 19.83, SD = 1.19, 76.92% women) from southwest China. Thematic analysis of the data which were collected in December 2022 suggests that the participants revealed various parental negative experiences including hardships and poverty, failure and regrets, as well as family scandals and interpersonal conflicts. The participants strived to make meaning out of such experiences and looked into the future to make a difference based on their meaning-making capacities. Such a process leads to both personal identity exploration and family identity negotiation which become foundations for their future family narratives. We created a model of personal and family identity development to capture the process of identity development in revealing parental negative experiences. The findings of this study contribute to the scholarship on family narratives and identity development.

Using the Leadership Identity Development (LID) model to frame college student leadership development programs

Student affairs practitioners need to use theory or models to provide a framework for their work with college students. This article shows how a college campus practices leadership development within the Leadership Identity Development (LID) Model framework. In addition to providing steps for using the model in practice, some challenges are noted in its use.

Coming-out as a gay man in Egypt: a cultural perspective

ABSTRACT This study examined the process of coming-out of selected Egyptian gay men using an interactionist sexual identity development model that described this process as a way of creating an identity through interactions with others, rather than independently discovering one’s essence. Thematic analysis of these individuals’ personal accounts of disclosing sexual identity via social media corroborated this sexual identity development model. Moreover, thematic analysis added cultural depth to this model by highlighting the role of collectivistic values, such as conformity to societal expectations and fear of disrupting family harmony, in creating experiences of regret and selectivity after disclosing sexual identity. Clinical recommendations for mental health professionals who help gay clients navigate the process of coming-out in a collectivistic cultural context are provided.

"It's Like You're a Jockey Riding a Horse and You're in a World of Centaurs": Unmasking Autistic College Students' Identity Development

Abstract: As more autistic students enroll in postsecondary education, they embark on a journey that leads them to not only process their identities as college students but also as autistic individuals. This social constructivist grounded theory study elevated autistic college students' perspectives as they made sense of their identities while participating in an autism-specific college support program. The study presents a new conceptual framework: the Nachman Autistic College Student Identity Development Model. This model relays three key stages that influence the sense-making of autistic college students: (a) discovering their disabilities, (b) approaching independence, and (c) determining autistic affiliation. Scholars and practitioners can draw from this model and the study's findings to inform how to account more holistically for autistic college students' iterative identity development.

Contextualising the temporal dimension in multilingual identity construction: A longitudinal Q methodological study with Chinese LOTE-learning public high school students

Multilingual identity construction is a diachronic, non-linear and constantly evolving process which is influenced by a complex range of contextual and temporal factors. Yet the temporal dimension seldom receives explicit empirical attention and remains under-theorised. Meanwhile, the dynamics of multilingual identity development are rarely explored at the cohort (i.e., whole-class) level. Underpinned by complex dynamic systems theory, this study tracks the evolution of multilingual identity positions in a class of Japanese-learning public high school students in China using longitudinal Q methodology. Three rounds of Q sorting and Q-based interviews were administered over the course of one academic year. The findings testified the enrichment and concretisation of students' multilingual identity with the accumulation of their Japanese learning experience. A range of sociocultural factors with changing saliencies impacted the students’ identity development, giving rise to group-level patterns of convergences and divergences at different timepoints. We argue that the temporal axis should be explicitly conceptualised in multilingual identity research. A temporal model of multilingual identity development is proposed to better contextualise and construe the continuity and shifts of multilingual identity at both individual and group levels.

Exploring the utility, limitations, and possibilities of the leadership identity development (LID) model.

The article summarizes a conversation with early career scholars who utilize the LID theory and model in their scholarship and practice. Authors offer thoughts as to which aspects of leader and leadership identity development remain most useful to leadership education and development, as well as ways this body of scholarship might also be incomplete and insufficient. They reflect on how leader and leadership identity development theorizing is related to identity, equity, and power. The article concludes with ideas about how the scholarship and practice of leadership identity development may evolve in the future for deeper leadership identity development.

Deepening leadership identity development.

After decrying the lack of attention paid to identity, equity, and power in leadership education, this article delineates key concepts such as identity, identity development, and leader/leadership identity development. It explores areas of concordance and distinction across leader and leadership identity development models and suggests increasing convergence across these bodies of scholarship and adding criticality for deeper leadership identity development.

Becoming a White antiracist counselor: A framework of identity development

AbstractIn this constructivist grounded theory study, 12 White mental health counselors committed to antiracism were interviewed to explore their professional identity development. The emergent theoretical model of antiracist counseling identity development is a multifaceted lifelong developmental process that manifests through personal and professional experiences and is enacted within antiracist actions.

Student ethnic identity and heritage language ideologies at a Chinese Saturday school

ABSTRACT This article focuses on the role of language ideology in four students’ ethnic identity during one stage. I employ Bakhtin’s concepts of ideological becoming, and of authoritative and internally persuasive discourse to explore how the student participants are conscious of language and social worlds, including their heritage language and ethnic group. The data collection in this study took place through semi-structured interviews with four eighth and ninth graders at a Chinese heritage language school in the USA. Based on Tse’s (1998a) ethnic identity development model, three student participants, Arthur, Paul, and Jack, appear to be at Stage 2. However, they express no ideological inheritance: Mandarin Chinese is not my heritage language, which does not fall anywhere along this ‘continuum’ of Stage 2, Ethnic Ambivalence/Evasion, in Tse’s model. Tse (1997) examined the possible links between ethnic identity and language attitude, but Bakhtin’s concepts may provide a more in-depth analysis of the four students’ ethnic identity development. These findings also imply that the Chinese school should provide more opportunities for immigrant students to be exposed to their heritage language and culture, which can help them find connections to the culture and Mandarin Chinese.

First-Year Latinas’ Acculturation Experiences While Enrolled in a Predominantly White Institution: Four Narratives

ABSTRACT The authors explored the influence of family background and students’ perceived socioeconomic status with minoritized students’ acculturation and transition experiences during their first-year, first-time enrollment at a predominantly White institution in the southeastern United States. Narrative interviews and a priori codes from the Model of Hispanic Identity Development (MHID, Torres, 2003) were implemented to construct case studies of first-year Latina students. Although Latina students’ positive and negative acculturation experiences aligned with the MHID, each participant had a unique profile and distinctly different transition experience. The authors discuss expansion of the MHID, engagement and retention implications of early extracurricular involvement, belongingness uncertainty, and student advisement for minoritized first-year students at predominantly White higher education institutions.

Queer in the Latter Days: An Integrated Model of Sexual and Religious Identity Development Among Former Mormon Sexual Minority Adults

ABSTRACT Sexual minority individuals often have complicated relationships with conservative religion, including conflicts between their sexual and religious identities. Sexual minority members of the Church of Jesus Christ of Latter-Day Saints (CJCLDS) experience unique struggles, given the policies and doctrine of the CJCLDS and its commitment to heteronormative family structures and gender roles. A better understanding of the identity development trajectory for sexual minority individuals formerly involved in the church can deepens our understanding of sexual identity development in constrained contexts and help promote successful identity integration within this subpopulation. Transcripts from semi-structured interviews with thirty-four sexual minority individuals who identified as former members of the CJCLDS were analyzed using an inductive thematic approach, followed by a deductive theory-building process in which Cass’s Homosexual Identity Formation Model and Genia’s Religious Identity Development Model were overlaid on themes. We present a model that captures the trajectory of sexual and religious identity development that captures the experiences of sexual minority adults within the constraints of the CJCLDS, a non-affirming religious denomination.

Freedom dreaming to STEM: A conceptual model for Black youth's racial and STEM identity development through social media.

Social media use has become increasingly enmeshed in the lives of youth. Although investigations in this area have tended to focus on risk (e.g., cyberbullying) and negative outcomes (e.g., in mental health and academic functioning), a growing body of literature suggests there may be positive developmental outcomes associated with Black youths' social media use. Social media may offer Black youth a means of resisting negative experiences, expand their opportunities to create and explore, and facilitate the integration of their racial and STEM identities. Aligned with PYD perspectives and PVEST, we suggest this dynamic process occurs iteratively within youth and bidirectionally between youth and their environment (online and offline) over the course of development. In this article, we present a conceptual model to guide future investigations to address gaps in the literature and elucidate the linkages between social media use, racial identity, and STEM identity among Black youth. We begin by reviewing two frameworks that provide the theoretical foundations for our model. We then discuss our outcomes of interest: racial identity and STEM identity. Given its rapidly evolving nature, we then proceed with a discussion about how social media may be operationalized, noting limitations in the current literature and highlighting the unique ways in which social media differs from offline contexts. Subsequently, we present our conceptual model, which we situate within distal, proximal, and individual offline influences. We also propose processes that may link social media use to positive identity outcomes. We conclude this article with recommendations for future investigations.

“In a Romantic Way, Not Just a Friend Way!”: Exploring the Developmental Implications of Positive Depictions of Bisexuality in Alice Oseman’s Heartstopper

The role of media in identity formation is a documented topic but media is rarely used in developmental interventions by educators and practitioners in ensuring individuals are able to engage with positive depictions of their identities. This manuscript explores the potential developmental implications of positive, trope-defying depictions of bisexuality in Alice Oseman’s Heartstopper for bisexual identity development. The four published volumes were analyzed to explore their resistance to compulsory binarization, delegitimization of bisexuality as a valid identity, and the trope of the promiscuous bisexual. Tracing Nick’s journey to understand his bisexuality through Dillon et al.’s Unifying Model of Sexual Identity Development, the shift from compulsory heterosexuality to deepening his commitment to his bisexual identity, Nick’s journey provides educators and practitioners a positive depiction of bisexuality to use with individuals who may be questioning if they are bisexual or looking to explore their bisexuality at a deeper level. Combined with the resistance to harmful tropes, this positive depiction has the potential to serve as a developmental tool for practitioners and educators to use with students exploring their identity.

'What are you?': Exploring the Developmental Impacts of Identity Formation within Multiracial Adolescents

Throughout the History of the United States, multiracial identity has been a neglected notion; An unrecognized option for individuals. In hand with the growing minority population, interracial or mixed-race persons are the fastest-growing demographic within the United States. Existing research on multiracial identity formation is not only outdated but predominantly focuses on Black and White racial mixing, evidently lacking the incorporations of other multi-ethnic cultures and pairings; The majority of which include overlooked minority groups. Moreover, current research principally fixates on children, neglecting adolescent populations. With adolescents frequenting the peak conflicting identity formation stages, current research elucidates that adolescents beg the most attention within this research community. The following study investigates the identity development of multiracial adolescents and their numerous environmental factors – focusing primarily on the impressions of multiracial parenting and educational institutions. This study utilizes phenomenological research strategies to form a multifaceted questionnaire with questions regarding perceptions of self, parenting/family atmospheres, and school environments. The questionnaire would be developed with a combination of previously used attitude identifier scales, predominantly focusing on popularized Poston’s BIDM (Biracial Identity Development Model). In the assessment of 31 questionnaire responses, research would suggest that the survey participants exhibit high identity development indicators, which would reflect the results of positive parenting styles and an inclusive educational atmosphere. With the results at hand, this study provides a converse result of parental and educational factors and serves as a strong affirmatory measure to encourage the multiracial research community to enhance the literature within the community.