Positive Identity Research Articles

Bataille, Foucault and the lost futures of transgression

ABSTRACT This paper examines the theme of transgression as it is developed in Bataille’s text L’érotisme of 1957. It is critical of Foucault’s 1963 essay on Bataille Préface á la transgression and it then considers the linked yet distinct processes of transgression, profanation and degradation in contemporary culture. Far from inaugurating a new era of transgression, the last sixty years have seen the dissolution of ‘sexuality’ from supposed limit experience to one of limitless confinement within commodified identity positions. What might a future of transgression, in Bataille’s rather that Foucault’s sense, have looked like and why did it not take place?

Positive Identity Construction in Diverse Organizations

Our desire to cultivate and sustain positive identities has a powerful influence on workplace diversity, equity, and inclusion (DEI) dynamics. While sometimes the quest for positive identities promotes celebration of diversity and uniqueness, in many other circumstances our inherent motivation to strive toward building more positive identities can have unintended consequences for DEI in organizations. In this review, we organize research on positive identities at work to better understand the experiences of the diverse set of individuals that compose our work organizations today. We invite a critical examination of how individuals with underrepresented and dominant identities deal with identity demands in diverse workplaces in both helpful and harmful ways. We conclude with directions for future research on interventions that mitigate identity threat and promote inclusion.

“People talk about FASD diagnosis but barely any young people are asked about it”: Diagnosis perspectives and disability identity in adolescents with FASD

PurposeYoung people with Fetal Alcohol Spectrum Disorder (FASD) are underrepresented in research and in public/professional discourse around the diagnosis and the impact of this disability. This study explores adolescents’ views about their self and disability identity, and knowledge and attitude towards the FASD diagnosis. MethodEight adolescents aged 12–19 years with an FASD diagnosis and in education, participated in this study. Data were collected online using Photovoice methodology and analysed using Interpretative Phenomenological Analysis. ResultsAdolescents expressed positive views of their FASD diagnosis in terms of its salience for self- understanding. They provided biological and causal explanations of FASD but there were no attributes of blame or shame towards biological parents. Adolescents primarily self-identified with personality traits and interests/hobbies but acknowledged FASD as part of their identity. As the adolescents developed their disability identity, parents and peers played different roles in the provision of information, support, and disclosure of the diagnosis. ConclusionThe views expressed by adolescents with FASD about the value and impact of the FASD diagnosis, and the disability identity process, were similar to other groups of young people with different neurodevelopmental and physical conditions. Self-understanding and advocacy relating to diagnosis and disability during adolescence can enhance wellbeing, access to supports and a positive self-identity. Professionals across different services can play a proactive role to develop the positive disability identity of adolescents with FASD.

THE POWER OF OPEN COMMUNICATION: EXAMINING THE RELATIONSHIP BETWEEN PARENT-ADOLESCENT COMMUNICATION AND PROBLEM EXTENT AND THE MODERATING ROLE OF SIBLING INFLUENCE

Adolescence is the period of extensive physical, emotional, and social transformation. This article focuses on the primary role of effective communication within the family, especially parents and siblings influence, in shaping adolescence development. It considers how open, supportive, and sincere interactions help in identity formation, peer relationships, cognitive development, and affect regulation during this critical stage. The article draws both on Eastern and Western psychological paradigms, showing how academic psychology has evolved over the years and the main theoretical frameworks which inform our understanding of adolescent development. It is in this regard that the current study will explore the importance of effective family communication in developing a positive identity, building self-esteem, and supplying a sense of belonging. Emphasized herein is the role of parents in guiding adolescents through open discussions that will help them think critically, solve problems, and make independent decisions. Attention falls onto sibling influence in that they are in a special position to offer emotional support, companionship, and modeling behaviors. It draws from quantitative studies how family dynamics impact adolescent results. Construction and standardization processes of psychological measures are described to explain why reliable and valid instruments are needed when studying adolescent behavior and family interaction. This article concludes with the practical recommendations to enhance family communication strategies in supporting adolescent development. This integration of theoretical perspectives and empirical findings thus provides critical insights for educators, practitioners, and families seeking to promote healthy developmental trajectories among adolescents through effective communication and supportive sibling relationships.

An Ethnographic Case Study: Exploring an Adult ESL Learner’s BICS and CALP Proficiency Disparity

This ethnographic case study investigated the disparity in an adult learner's second language (L2) proficiency between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). The learner, well-educated in his first language (L1) Italian, demonstrated higher CALP but lower BICS in L2 English. Data collection spanned 15 weeks and included classroom observations, in-class artifacts, and semi-formal interviews. Two main factors were identified as contributing to the disparity: (1) unbalanced language exposure favoring CALP over BICS and (2) the positive transfer of CALP from L1 outweighing that of BICS. The study found that teacher instruction and learner's language engagement and investment increased exposure to grammar and literacy, thereby enhancing CALP development and facilitating CALP transfer from L1 to L2. However, limited exposure to interpersonal communication practices both inside and outside the classroom led to his underdeveloped BICS. Consequently, the unbalanced proficiency further influenced his second language acquisition. The learner's low BICS level resulted in negative self-positioning, increasing fear of interacting with English speakers and reducing opportunities to acquire the target language in natural interactive environments. Pedagogical implications are provided for adult EFL teaching, emphasizing balanced instruction and interactive and multilingual approaches. The research suggests future directions for supporting bi-/multilingual adults in developing balanced language proficiency and a positive language identity effectively.

Uncovering conserved networks and global conformational changes in G protein-coupled receptor kinases

G protein-coupled receptor kinases (GRKs) are essential regulators of signaling pathways mediated by G protein-coupled receptors. Recent research suggests that GRK-mediated phosphorylation patterns dictate functional selectivity, leading to biased cellular responses. However, a comprehensive understanding of the structural mechanisms at the single-residue level remains elusive. This study aims to define the general conformational dynamics of GRKs with a particular focus on quantifying the transitions between the closed and open states. Specifically, we examined these transitions, classified based on the ionic lock between the regulatory G protein signaling homology domain and kinase domain. To facilitate a precise structural comparison, we assigned common labels to topologically identical positions across the 47 GRK structures retrieved from the Protein Data Bank. Our analysis identified both general and subfamily-specific dynamic movements within the networks and measured the conformational change scores between the two states. Elucidating these structural dynamics could provide significant insights into the regulatory mechanisms of GRK.

Comparative Hox genes expression within the dimorphic annelid Streblospio benedicti reveals patterning variation during development

Hox genes are transcriptional regulators that elicit cell positional identity along the anterior–posterior region of the body plan across different lineages of Metazoan. Comparison of Hox gene expression across distinct species reveals their evolutionary conservation; however, their gains and losses in different lineages can correlate with body plan modifications and morphological novelty. We compare the expression of 11 Hox genes found within Streblospio benedicti, a marine annelid that produces two types of offspring with distinct developmental and morphological features. For these two distinct larval types, we compare Hox gene expression through ontogeny using hybridization chain reaction (HCR) probes for in situ hybridization and RNA-seq data. We find that Hox gene expression patterning for both types is typically similar at equivalent developmental stages. However, some Hox genes have spatial or temporal differences between the larval types that are associated with morphological and life-history differences. This is the first comparison of developmental divergence in Hox gene expression within a single species and these changes reveal how body plan differences may arise in larval evolution.

Study on the Interactive Mechanism between Racism and Terrorism in Europe

Given the growing racial and religious tensions in Europe and the frequent occurrences of terrorist activities, studying the correlation between the two can provide a theoretical basis for preventing terrorist activities. This study aims to explore the logical relationship and interaction mechanism between them. Taking the Paris terrorist attack in 2015 as an example, adopting the analytical dualism theory, this paper analyzes the mutual influence paths between racial discrimination and terrorist activities and discusses from cultural and structural perspectives the conditions under which racism becomes the hotbed for extremism, as well as the ways terrorist organizations manipulate racial issues to expand influence. The study concludes that racial divides in Europe provide a real basis for the spread of extremism, while extremist organizations also manipulate racial, customary, and religious emotions through online and offline means to expand influence, and the two reinforce each other. To thoroughly break this vicious cycle, positive multicultural identity needs to be promoted, structural discrimination between races needs to be eliminated at the social system level, and the independent thinking abilities and subjectivity of minority ethnic groups need to be enhanced to block the conduction of resentful emotions towards terrorism at its root.

Empowering Nontraditional College Students: A Self-Transformative Intervention for Promoting Positive Identity Development

ABSTRACT Identity development has been consistently linked to a variety of positive adjustment indicators and plays a critical role during times of uncertainty. Despite this, only a handful of interventions have been developed to promote positive identity development. However, these interventions have not only focused on adolescent and emerging adults, but apart from a handful of social identity interventions, have also not targeted specific domains of identity development. In the current study, we outline the development of a domain-specific identity intervention, the Making Career and Educational Choices workshop (MCEC), and evaluate pre to posttest outcomes in a sample of 58 college students (M age = 32.33, S.D.age = 10.95; 48% White; 82% female). Students were assigned to either MCEC (n = 32) or a control (n = 26) group by random assignment of selected time slots. Two-wave latent change modeling indicated intervention gains in identity commitment making, identification with commitment, and identity exploration in breadth and in depth. Although preliminary, the relatively large estimates of intervention-related change provide support for the capacity of career-focused identity interventions to support students in choosing and committing to a future life direction. Implications, challenges, and future directions are discussed to guide future research.

Facilitating and supporting employability in law: Reflections on the need for agile communication

There is an increasing focus on enhancing employability for students in higher education. Yet academics who facilitate and encourage opportunities to support student employability are often doing so with a quiet agility. This paper reflects on my first year coordinating a work-integrated learning program and the development of skills necessary for such roles in a tertiary law context. Grounded in the well-recognised literature on positive professional identity and contemplating the concept of ‘pracademic identity’, these reflections offer insights on the experience of traversing across multiple professional spheres to enhance employability for students. In particular, this reflection piece seeks to uncover and highlight the skills essential to roles facilitating employability for law students.

“Awe, Masekinders!”: Kullid Identities from Eden Park, Johannesburg in the Work of Bougaard

ABSTRACT Bougaard, an emerging South African creative practitioner, examines games from her “Coloured” childhood community in Eden Park, Johannesburg, and how these games may offer a window into a reframed Kullid identity. She considers the rhymes used in these games and the role of language—specifically Afrikaaps—in identity formation, and explores through papermaking and art installations the social contexts and meanings embedded in these games. In this article, the authors analyse Bougaard’s use of sculpture, papermaking and printmaking techniques both to mediate and to subvert conventionalised tropes and stereotypes of “Coloured” communities as well as to empower a sense of her familial and community-based identity through an emergent Kullidness. The authors focus on selected paper works and on three mixed media installations (2021–2022). The authors complicate any reading of these works as uncritically affirmative of a declamatory and essentialist identity position by proposing Bougaard’s visual strategies as premised upon mediation, ambivalence, indexicality, and refuting iconicity. The authors identify Bougaard as deploying elements of strategic essentialism in her desire for community visibility and visual sovereignty, and the authors therefore critique the benefits and the limitations of this approach, concluding that Bougaard’s choice of mediating strategies avoids a simplistic narrative of community life.

Access to land and nature as health determinants: a qualitative analysis exploring meaningful human-nature relationships among Indigenous youth in central Canada

BackgroundHuman relationships with and connections to nature and the “land” are a commonly accepted Social Determinant of Health. Greater knowledge about these relationships can inform public health policies and interventions focused on health equity among Indigenous populations. Two research questions were explored: (1) what are the experiences of meaningful human-nature relationships among Indigenous youth within central Canada; and (2) how do these relationships function as a determinant of health and wellness within their lives.MethodsDrawing from three community-based participatory research (CBPR) projects within two urban centers in Saskatchewan and Manitoba, the integrated qualitative findings presented here involved 92 interviews with 52 Indigenous youth that occurred over a period of nine years (2014–2023). Informed by “two-eyed seeing,” this analysis combined Indigenous Methodologies and a Constructivist Grounded Theory approach.ResultsOur integrative analysis revealed three cross-cutting themes about meaningful human-nature relationships: (1) promoting cultural belonging and positive identity; (2) connecting to community and family; and (3) supporting spiritual health and relationships. The experiences of young people also emphasized barriers to land and nature access within their local environments.DiscussionPolicies, practices, and interventions aimed at strengthening urban Indigenous young peoples’ relationships to and connections with nature and the land can have a positive impact on their health and wellness. Public Health systems and healthcare providers can learn about leveraging the health benefits of human-nature relationships at individual and community levels, and this is particularly vital for those working to advance health equity among Indigenous populations.

Investigating academic dishonesty and its relationship with moral competence and professional identity of nursing students: a cross-sectional study

BackgroundAcademic dishonesty as a fundamental challenge in adherence of ethical principles in providing care to patients has caused concern to the scientific community of nurses. In addition, positive professional identity and high moral competence are important for nurses to perform multiple care roles in high quality care of patients. The purpose of the present study is of investigating academic dishonesty and its relationship with moral competence and professional identity of master’s and PhD nursing students.MethodsThis descriptive-analytical study was conducted by census method on 65 master’s and PhD nursing students in Shiraz University of Medical Sciences, Iran in 2023. Data collection tools included 4 questionnaires (Demographic information, Academic Dishonesty Scale (DAS), Nurses’ moral competence and Professional Identity Scale for Nursing Students (PISNS)). Data collection was done within 2 months. Descriptive and inferential analyzes including independent t-test, Pearson correlation coefficient and linear regression were used to analyze the data. The collected data were analyzed by SPSS.V.22 software. P-value less than 0.05 was considered significant.ResultsThe average age of 65 participants was 31.5 ± 5.61 years. The majority of the participants in this study were women 48 (73.8%). There is a significant and negative correlation between academic dishonesty and moral competence (r=-0.260, P-value = 0.036). There is no significant correlation between academic dishonesty and professional identity (r = 0.154, P-value = 0.22). Also, a significant positive correlation was found between moral competence and professional identity (r = 0.294, P-value = 0.018).ConclusionTherefore, considering that the fact that students have a great impact on patient care, Researchers suggest that educational institutions should prevent the increase of academic dishonesty among students by establishing new rules and regulations.

Understanding Embodiment and Existentialism in Contemporary Chinese Dance

This paper employs the theoretical framework of phenomenology of the body to explore embodiment and existentialism in contemporary Chinese dance. With the backdrop of the current status and influence of Chinese contemporary dance in the realm of dance arts, it analyzes the unique forms and techniques of bodily expression in Chinese contemporary dance, attempting to explore how personal emotions, inner experiences, and spiritual states are conveyed through bodily expression in Chinese contemporary dance. The paper utilizes case analysis and observational research methods to delve into the cognition of bodily expression and identity construction in Chinese contemporary dance, as well as how the body is used to reflect on the cognition and positioning of Chinese traditional and modern cultural identities, exploring the diversity and changes in Chinese cultural identity. Finally, by applying Merleau-Ponty's phenomenology of the body theory, it deeply analyzes the significance and existentialism of bodily expression in contemporary Chinese dance, experiencing and understanding the relationship between bodily subjectivity and self through dance. Through these studies, we can gain a deeper understanding of the complexity and diversity of bodily expression in contemporary Chinese dance, enabling dancers to reassess their ability to express emotions, as well as the application and insights of Merleau-Ponty's phenomenology of the body therein.

Outreach as Research Activism: Using STEM Outreach as a bridge to Social Change

The STEM Explorers outreach project, headed by a Faculty of Education at a University in Ontario, Canada, brings free, hands-on, and in-community science, technology, engineering, and mathematics (STEM) outreach events to children and their families from groups under-represented in STEM education and careers. The project provides pre-service teachers with experience facilitating inclusive approaches to STEM education and also creates a context to explore their conceptions of activism. The purpose of this phenomenographic research is to describe the experiences of these aspiring teachers to better understand the ways that outreach initiatives can impact their role as STEM education activists. Findings suggest that a positive STEM educator identity, a program of integrated and student-centered STEM learning, and possessing an activist sense of purpose, contribute to the degree to which pre-service teachers regard themselves as STEM education activists.

Student identity in transnational higher education: international branch campuses versus Sino-foreign institutes

ABSTRACT This study compares the impact of transnational higher education (TNHE) on student identity in two types of operating model, namely the international branch campus and Sino-foreign institute. The developmental characteristics of both types in China over the past two decades are reviewed, with a focus on students’ identity positioning in the contexts of institutional purposes. A qualitative approach is adopted to delve into participants’ narratives and reflections, followed by an analysis of their identity development through the lens of Bildung theory. Differences in the purposes and strategies of the two types of TNHE institution were found to have an impact on students’ experiences and perceptions of their ongoing self-identity formation. By comparing the two types of institution, the research provides new insights for the further development of higher education internationalisation in China and other countries that offer different models of transnational education.

The rights of undergraduate queer and trans* students of color as STEM majors

ABSTRACT STEM is an exclusionary space for queer and trans* students of color (QTSOCs). A critical site of justice-oriented transformation to enhance support for QTSOCs is mathematics education, which has significant impacts on access to STEM majors and positive identities in the sciences. This article proposes a set of rights for QTSOCs as STEM learners to guide pedagogy that affirms intersectionality of their experiences in and beyond mathematics classrooms. QTSOCs in STEM have the rights to: (i) feel confused and receive support; (ii) take risks in participation and identity expression; and (iii) have affirming representation of identity in knowledge production. To illustrate how these rights are denied and embraced through STEM pedagogy, I present 2 narrative cases from my research study about QTSOCs’ intersectionality of STEM experiences where mathematics played a central role. I conclude with implications for practice to cultivate rehumanizing STEM educational opportunities that QTSOCs deserve.

Breaking the taboo of using the nursing process: lived experiences of nursing students and faculty members

BackgroundDespite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students’ active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information.ObjectiveThe aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies.DesignA qualitative descriptive study.Participants9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops.MethodsThis qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis.ResultsAfter analyzing the data, a theme titled “Breaking Taboos in the Nursing Process” was identified. This theme consists of four categories: “Strengthening the Cognitive Infrastructure for Accepting the Nursing Process,” “Enhancing the Applicability of the Nursing Process,” “Assisting in Positive Professional Identity,” and “Facilitating a Self-Directed Learning Platform.” Additionally, thirteen subcategories were obtained.ConclusionThe data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process.

Understanding the Role of Masculinity through the Perspectives of Countering Violent Extremism (CVE) Intervention Practitioners Engaged in Men’s (de)Radicalization

Within the field of Countering Violent Extremism (CVE) male clients are overwhelmingly represented, which reflects the key and complex significance ‘masculinity’ has for understanding susceptibility to violent extremism, processes of radicalisation and related issues. This article analyses the perspectives of 12 CVE Intervention Practitioners (n = 8 female, n = 4 male) in Australia and their views on the role gender plays in their work. We focus on the practitioners’ experiences with male clients and how they understood the relationship between gender, rapport building and (de)radicalization. The practitioners highlight how a common aspect of their clients’ ideology involved either explicit misogyny or quite rigid opinions regarding the roles of men and women in society. They often mentioned their male clients experienced difficulties in expressing and understanding their own masculinity. However, while it is important to identify commonalities within the gendered dynamics present in CVE work, the data suggest the interaction between practitioner and client continues to be quite varied. We argue that this highlights not only how masculinities are discursively produced, but how male clients may shift between identity positions during deradicalization depending on their interpersonal interactions.

Religious Affiliation, Internalized Homonegativity and Depressive Symptoms: Unveiling Mental Health Inequalities among Brazilian Gay Men.

Different religious narratives associate same-sex sexuality, in its various manifestations, with moral deviation or sin. Gay men who are socialized in more religious communities appear to experience and internalize greater levels of homonegativity, as well as to present greater indicators of depressive symptoms. The purpose of this study was to evaluate indicators of perceived homonegativity in the community and internalized, and signs/symptoms of depression reported by Brazilian gay men with a nominal religion and compare them to those reported by Atheists or Agnostics. Our sample comprised 194 Brazilian gay men, distributed into three groups: Christians (Protestants and Catholics, n = 71; 36.6%); Spiritualists (Kardecists or religions of African origin, n = 52; 26.8%) and Atheists or Agnostics (n = 71; 36.6%). The following measurement instruments were used: sociodemographic questionnaire, Internalized Homophobia Scale and Beck Depression Scale. High mean scores of depression were verified in all groups, and 60% of the sample presented some level of depression. There was a higher level of self-reported homonegativity among Christians and Spiritualists compared to that reported by Atheists or Agnostics, with the differences between the groups being significant. The regression analysis indicated a significant effect of religion on homonegativity, but not on depression. Our results suggest that gay men's chronic exposure to non-affirming religious affiliation contexts may harm the construction of a positive gay identity and should be taken into consideration when addressing mental health inequalities of sexual minorities.