Positive Identity Development Research Articles

The Interplay of Emotionally Salient Work Experiences, the Ideal Self, and Vocational Outcomes

Taking a positive identity development perspective, and by incorporating the role that developmental experiences play in constructing the self, this study shows that a diverse set of emotionally salient work-related experiences can affect the Ideal Self over time, which in turn has important vocational consequences. In Study 1, focus group interviews with management professionals (N=18), surveys of workers on the M-Turk platform (N= 155), and of university students with prior work experience (N= 207) were used to develop and validate a formative index of emotionally salient developmental work-related experiences. In Study 2, a sample of management professionals (N= 271) was used to test a hypothesized model of the impact of such experiences and of career stage on their Ideal Self’s salience and clarity, and several vocational outcomes. The analysis showed that both emotionally salient developmental experiences and career stage are related to the development of a clear and salient Ideal Self; which predict career satisfaction, work effort, and engagement. Implications for theory and research in the fields of experience-based learning, career development, and professional identities are discussed.

Surgical Residents’ Perception of Multi-Specialty Learning

Perceptions are important and can affect efficacy of trainer-trainee interactions. Inherent bias toward other specialties may influence the perceived benefit of a multi-specialty learning environment. The aim of this work was to determine surgical resident perceptions regarding the utility of learning from faculty and with learners from other surgical specialties. We measured surgical residents' perceptions before and after a multi-specialty robotic simulation event. Pre- and post-activity surveys were administered electronically to all residents determining previous experience with robotic surgery, perceptions of learning from faculty in different surgical sub-specialties, and of learning from and with residents in other surgical specialties. Robotic simulation laboratory. General surgery (GS), Obstetrics and gynecology (OBG), and Urology (URO) residents in one academic healthcare program. Prior to the simulation, OBG and URO residents perceived highest utility in learning from faculty within their own specialty. While OBG residents reported high pre-activity agreement that learning from other faculty was useful, more than 50% of GS and URO residents were neutral or disagreed that learning from OBG faculty was useful. Pre-activity, all specialties perceived highest value in learning from and about residents of their own specialty. Following the educational event, all specialties reported increased agreement that learning from faculty of different specialties had utility. Following the simulation, the cohort reported the multi-specialty learning environment improved their knowledge and confidence in robotic surgery. Participation in a multi-specialty educational event can improve perceptions of surgical residents regarding the utility of being taught by faculty in different specialties. Resident opinion of the benefits of learning with and about learners from other specialties can also be improved. Multi-specialty learning environments are important in developing communities of practice to allow socialization and promotion of positive identity development in our surgical residents, which may ultimately benefit efficacy of learning and patient care.

White parents of adopted Black children in an era of racial reckoning: Challenges, tensions, and strategies

AbstractObjectiveThis study explores White middle‐class adoptive parents' experiences with parenting Black children (M age = 12.3), attending to how intersections of children's race, gender, and developmental stage informed and nuanced parents' approach to racial socialization.BackgroundScholarly debate regarding the adoption of Black children by White parents centers on parents' ability to facilitate positive racial identity development. Limited work has explored how White parents' approach to racial socialization is shaped by Black children's gender and developmental stage, particularly as children grow older and encounter intensified racialized stereotypes.MethodTwenty‐five White parents (11 lesbian mothers, seven gay fathers, seven heterosexual mothers) were selected from a larger sample of 128 adoptive families because they adopted Black (including biracial/multiracial) children, and were interviewed as their children entered adolescence. Thematic analysis was used to analyze the qualitative data.ResultsA typology emerged that captured parents' racial awareness and racial socialization approach: Minimizing and Reluctant, Worried and Fumbling, Aware but Cautious, and Reflexive and Purposeful. Additional cross‐cutting themes centered on the role of the sociopolitical climate, gender, and developmental stage in racial socialization.ConclusionContemporary adoptive parents of Black children are often constrained by their own White racial frame, but some parents, especially those who are younger or have monoracial children, are able to translate awareness of the complexities involved in raising adopted Black children into meaningful action and understanding.

Care experienced LGBTQA + young people in out-of-home care in Australia: A case study

This paper presents a case study that discusses the lived experiences of two LGBTQA + young people who have been in out-of-home care in Australia, focusing particularly on the influence of relationships on their developing sexual identity. Utilising a secure base theoretical perspective, we argue that how young people experience support, care and safety may depend on the relational context in which it is received, and that warm, loving relationships may be just as significant for the development of positive gender and sexual identities as explicit support for identity formation. The findings from the two narratives provide an argument in favour of the secure base model to support young LGBTQA + people in out-of-home care.

A Quantitative Study of Mathematics Identity and Achievement among LatinX Secondary School Students

ABSTRACT Using data from the National Center of Educational Statistics’ (NCES) 2009 High School Longitudinal Study, this article studies the relationship between mathematics identity and mathematics success for LatinX students by relying on critical race theory and intersectionality as theoretical frameworks. The quantitative analysis relies on hierarchical regression modeling to examine the relative impact of demographic variables, school characteristics, parents social capital, and parental involvement on the mathematics grade point averages at the conclusion of 11th grade of a national sample of LatinX students. The article concludes with a discussion of the ways in which we as educators, policy makers, and researchers can work toward supporting positive mathematics identity development and, by extension, mathematical attainment and success for LatinX students. Specifically, the article discusses ways in which the experiences, cultures and abilities of these students can be acknowledged, celebrated, and built upon.

Ethnic identity, stress, and personal recovery outcomes among young adults with serious mental health conditions.

Serious mental illnesses (SMI) often occur during early adulthood, just as young people are developing important aspects of their identity that can affect their recovery. Positive ethnic identity development is associated with stress coping and psychological well-being in young people. But, there is limited research to indicate how individual experiences of belonging and attachment to one's ethnic group influence personal recovery processes among young adults living with SMI. Young adults living with SMI (95% identified as ethnic/racial minorities) were recruited from four outpatient psychiatric rehabilitation programs (N = 83). Multivariate regressions were used to examine relationships between predictors (demographics, psychiatric symptomatology, ethnic identity) and the dependent variables (perceived stress and personal recovery). A stronger, more developed ethnic identity and fewer depressive symptoms were associated with higher ratings of personal recovery. Increases in psychiatric symptoms predicted increased perceived stress. Post hoc analyses showed that Black, Latino/a, and multiracial study participants' ethnic identity ratings were similar to those of same ethnic/racial group of young adults without SMI. Ethnic identity development could be a significant psychosocial factor shaping mental health recovery among minority young people living with SMI. Several factors associated with psychological well-being among ethnic and racial minority youth may account for this, including adaptive coping, social support, and a buffering effect against racism. Our findings indicate that assessing and developing a young person's ethnic identity-related strengths and resources as a means for improving the personalization of recovery services and enhancing the quality of care. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Come as You Are: Examining Autistic Identity Development and the Neurodiversity Movement through an Intersectional Lens

Singer intended for neurodiversity to be a new category of intersectionality. However, intersectionality has been neglected in autism research and practice. This paper aims to inform an intersectional approach to autism by exploring autistic identity development in relation to other marginalized identities. We reviewed literature about neurodiversity, intersectionality, discrimination, and the identity development of autistic people, racial/ethnic minorities, and gender and sexual minorities. We discuss minority stress and evidence that cultural traditions alleviate it. Autistic culture can reframe personal difficulties as a politicized struggle. While the stereotype of autism is one of withdrawal, the history of autistic people coming together for justice defies this notion. Intersectionality teaches us that we must understand differences within the autistic community if we wish to help all autistic people experience the dignity they deserve. Using an intersectional lens, we can become more flexible in our understanding of positive autistic identity development and strategies to promote it.

Exploring sexual minority adults’ pathway to suicidal ideation: A moderated serial mediation model

Introduction: We tested a moderated, serial mediation model of past-year suicidal ideation among sexual minority adults. Method: Participants (N = 198) completed an anonymous online survey. Result: The relation between internalized homophobia and past-year suicidal ideation can be partly explained by sexual orientation self-concept ambiguity and feelings of loneliness, especially among individuals who may be more likely to conceal their sexuality. Conclusion: Strategic sexual orientation disclosure, clinical advocacy for LGB+ community involvement, and support programs that facilitate positive sexual identity development may be integral to intervention strategies that seek to reduce the risk of suicide in sexual minority adults.

The Association Between Bullying Victimization and Fighting in School Among US High School Students.

In-school fighting often results in severe punishment and compromised learning outcomes, without adequate consideration of contextual factors or student vulnerabilities. In this study, using a large, nationally representative data sample from the 2019 Youth Risk Behavior Survey (N = 13677), we assessed associations between a history of bullying victimization (at school and online) and past year fighting at school among U.S. high school students. Multiple regression models were used, adjusting first for demographics, and then for demographics and emotional-behavioral risks (depressive symptoms, alcohol consumption, and sexual violence victimization), for the total sample and then stratified by gender/sex. Both cyberbullying and in-school bullying were significantly associated with past year in-school fighting for the total sample, with associations retained, but marginally attenuated in fully adjusted models (cyberbullying: AOR: 1.30; 95% CI: 1.01-1.66 and in-school bullying: AOR: 1.96, 95% CI: 1.57-2.45). Gender/sex-stratified models demonstrated retained associations for males (cyberbullying: AOR: 1.93; 1.51-2.46 and in-school bullying: AOR: 2.70, 95% CI: 2.18-3.34) and females (cyberbullying: AOR: 1.89; 1.33-2.68 and in-school bullying: AOR: 1.66, 95% CI: 1.19-2.33) after adjusting for demographics, but only for males after adjusting for demographics and emotional-behavior risk factors (cyberbullying: AOR: 1.43; 95% CI: 1.07-1.93 and in-school bullying: AOR: 2.25; 95% CI: 1.73-2.92). These results demonstrate a significant association between bullying victimization and fighting, which was amplified for male students, and partially explained by social and emotional risks. This suggests that punitive approaches to fighting in school may be resulting in compounded harms for already vulnerable adolescents and that support-oriented approaches emphasizing conflict resolution, social-emotional well-being, positive gender identity development, and bullying prevention may be more appropriate.

Identity Development during Student Exchange: A Longitudinal Multilevel Analysis of Identity Processes in Emerging Adults

ABSTRACT This study investigated how the changes in cultural context experienced during a university exchange program influenced key identity processes of exploration and commitment in emerging adults. Australian (N = 203) and French (N = 233) participants completed the Dimensions of Identity Development Scale before, during, and directly after their exchange. For both Australian and French participants, longitudinal multilevel models demonstrated that exchange supported increases in identity commitment and exploration in breadth while simultaneously decreasing ruminative exploration, although there was significant individual variability in rates of change. Cultural distance and previous travel experience had little influence on how much identity change occurred. The findings show that exchange experiences promote positive identity development for emerging adults, presenting new possibilities for identity interventions.

Circumventing erosion of professional learner identity development among beginning teachers

ABSTRACT Similar to many other OECD countries, contemporary policy approaches to teacher professional learning in Australia are tied to the standardisation of the profession and characterised by compliance and performativity regimes of teacher participation in prescribed modes, types and quanta of professional learning. In this paper, we argue that such models fail to effectively support early career teachers’ engagement and growth in professional learning and erode the possibility of positive professional learner identity development. Through the lens of identity construction and attribution theory, we report on the ways 16 beginning teachers positioned themselves as professional learners while working in diverse school contexts across one large Australian educational jurisdiction. Findings from the analysis of semi-structured interviews highlight how important balanced and measured attributions of causality are to professional learner identity development. Implications for policy and practice are discussed.

Case for Sign Bilingualism in Irish Deaf Education

Sign bilingual education, for the purpose of this article, is defined as a program at primary or secondary school where sign language is used as the first language of instruction with spoken/written language (e.g. English) as the second language (Knoors et al., 2014). International research on sign bilingual education has been on the rise over the last twenty years to the extent that researchers can no longer ignore its importance in an Irish context. The aim of this article is to establish whether or not a case should be made for sign bilingual education in Ireland. Based on a review of international literature, the article begins by discussing the historical development of sign bilingualism. It then discusses each of the key objectives for such a programme outlined in Marschark et al. (2014): (1) the promotion of first (sign) language acquisition to support literacy and numeracy skills in the second (spoken) language; (2) to use an accessible, visual language as a way to unlock the curriculum for deaf students; (3) to improve proficiency in the written and spoken language of the majority population; (4) to enhance deaf children’s social, emotional and positive identity development and their academic achievement. The study concludes with the argument that, although empirical evidence is limited, there are sufficient grounds for promoting a debate on sign bilingual education at policy level in Ireland.

Rites of Passage Programs for Adolescent Boys in Schools

Formal rites of passage (ROP) processes are largely lacking within Western culture. This scarcity is seen to be detrimental to adolescent boys’ masculine identity formation. With schools bearing increased responsibility for the well-being of students, and as a way of addressing the apparent cultural deficiency, interest in school-based ROP programs has expanded. This scoping review adopted a systematic methodology to refine an initial accumulation of 708 articles. Nine key articles investigating the impact of school-based ROP programs for adolescent boys were examined. The ROP programs were analyzed according to rationale, design, and impact, with each program focusing on three major domains of impact—community, responsibility, and identity. The review found that adolescent boys’ participation in ROP programs may enhance community engagement, build responsible citizenship, and improve self-perception through the development of positive masculine identity.

Experiences and well-being among Indigenous former youth in care within Canada

BackgroundResearch indicates that a healthy cultural identity is associated with positive outcomes including increased self-esteem, academic achievement, and higher reports of satisfying family interactions. ObjectiveThis retrospective study explored the experiences of intergenerational trauma, cultural connections, and identity among Indigenous former youth in child welfare care of the Ontario government. Participants and settingParticipants self-identified as Indigenous (First Nations, Status and non-Status; Metis; Inuit), had a history of being in child welfare care and had never been adopted. Each participant in this research study reflected on the influence of intergenerational trauma and being in child welfare care in the development of their cultural identities. MethodsThis study utilized a blend of traditional grounded theory, constructivist grounded theory, relational worldview model and a two-eyed seeing approach. ResultsOverall findings indicate the importance of cultural connections, having a purpose and meaning in life that links to cultural identity and spirituality as critical elements in the pathways from trauma to well-being. These findings reflect Indigenous reclamations of traditional belief systems, practices, languages, and cultures in order to overcome personal experiences and problems. ConclusionsMany Indigenous communities are taking active steps to find children lost in the child welfare system, to care for these children, and to rekindle cultural identity for them. With the goals of healing, reconciliation and cultural restoration, it is imperative that child welfare agencies support the development of positive cultural identity, spirituality, and connection to cultural communities for Indigenous children, youth, and their families.

Student Social Class Identity Development: A Perspective on Dual Credit Programming

Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents’ educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students’ social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.

15.6 AAPI Youths: Guiding Families Toward Positive Identities and Self-Care Through Culturally Sensitive Curriculum, Provider Reflections, and Youth Process Groups

Although individual Asian American/Pacific Islander (AAPI) youths have unique developmental experiences based on specific cultural and family considerations, the commonality of discrimination based upon generalized stereotypes is universal and has lasting impacts. Child and adolescent psychiatrists are well positioned to support AAPI youths. However, providers may be unfamiliar with culturally sensitive approaches. As such, we are providing recommendations synthesized from expert curriculum, provider reflections, and youth reports. Expert recommendations for practical approaches to engage AAPI communities were consolidated from a novel AAPI curriculum for child and adolescent psychiatrist trainees implemented in 2020. Examples of successful practices to empower AAPI communities were also identified from a single-session AAPI child and adolescent psychiatrists process group held during March of 2021. Finally, summary material from informal monthly discussion groups for AAPI college students were reviewed to identify the priorities of AAPI youths. Synthesized recommendations were cross-referenced against currently available literature and transformed into infographic material providing concise guidelines for child and adolescent psychiatrists. Five expert lectures were included for review, along with summary material from a single-session AAPI child and adolescent psychiatrists process group (n = 20 participants) and 2 monthly AAPI youth support groups (n = 10 participants per session; 16 sessions to date since October 2020). AAPI child and adolescent psychiatrists identified the need for provider self-assessment of implicit biases as first steps toward engaging AAPI in a culturally sensitive approach. For youths, supports may include validating acculturative stress and building pride in cultural identity. For families, supports may include fostering pride in cultural heritage and encouraging caregivers to provide reassurance. For educators, supports may include implementations of culturally focused curricula and safe reporting mechanisms. And for community leaders, supports may include implementations of microinterventions and promotion of allyship. Child and adolescent psychiatrists are well positioned to support AAPI when equipped with cultural humility and awareness of cultural needs. With proactive engagement and allyship, child and adolescent psychiatrists may improve the well-being of AAPI youths through validation of experiences and empowerment of positive identity development.

Anti-Racism Education and Training for Adult Mentors Who Work With BIPOC Adolescents

Racism and White supremacy culture shape the experiences of youth and adults in mentoring programs, which is detrimental to the development of BIPOC youth. The aims of this paper are to a) show why anti-racism training and education for adult mentors is necessary for promoting the positive development of BIPOC youth and b) offer a framework for anti-racist education and training for mentors. We review research showing how mentors’ attitudes about race, ethnicity and culture can harm their relationships with BIPOC youth and research on general mentor training, anti-racism training for mentors, and general diversity and anti-bias training in the workplace. Crossing disciplinary boundaries to inform developmental science, we draw upon critical mentoring, culturally relevant and sustaining pedagogy, and ethnic/racial identity frameworks, and propose four components for anti-racist education and training for mentors: a) acknowledging, confronting, and interrupting racism, b) facilitating youth critical consciousness, c) supporting positive identity development in youth, and d) mentors and mentees as active agents and partners. At the foundation of these pillars is decentering and interrupting Whiteness and youth as co-constructors of knowledge. We offer suggestions for future research and practice in anti-racism training for mentors, which also have implications for youth-adult relationships across settings.

Inclusion of Students with Autism in a Dual Immersion Program: A Case Study

ABSTRACT This single instrumental case study examines the Pathways Program, a dual immersion (DI) strand for students with autism and related disabilities. Pathways is housed at Crossroads Elementary School, a school-wide DI program in the Southern United States. Data include interviews with educators and mothers of students with autism, along with school-based observations and a review of educational documents. Findings suggest that the benefits of DI programs for students with disabilities include enhanced parent/educator collaboration and positive student identity development. However, logistical challenges (e.g., lack of qualified bilingual special educators and curricula) and structural barriers (e.g., negative attitudes toward bilingualism, English-only high stakes assessments) thwart implementation. Indeed, Pathways only existed as a DI special education program for a single year. And the results of this study provide insights about persistent obstacles at the intersection of language and disability. Implications for practice are discussed.

A self-determination theory perspective on the association between the childhood home reading environment and Canadian young adult leisure reading

ABSTRACT Despite the numerous lifelong benefits associated with continued leisure reading, adult reading habits are steadily declining (Statistics Canada, 2019). The purpose of this study was to understand how the recalled childhood home reading environment, and the associated psychological need-satisfaction, were related to young adults’ leisure reading beliefs and practices. Based on Self Determination Theory (Ryan & Deci, 2017), we used recalled basic psychological need-satisfaction during parent-child shared reading experiences as a reflection of the degree of intrinsic reading motivation support. We collected data from 214 Canadian young adults (age 18–29). Almost all participants reported some degree of leisure reading. Moreover, we found that home reading environment may significantly contribute to the development and reinforcement of positive reading attitudes, identities and habits. Basic psychological need-satisfaction only partially mediate the relationship between home reading environment and current reading identity. These results are discussed in terms of implications for both researchers and parents.

Principal Leadership for Inclusion: Supporting Positive Student Identity Development for Students with Disabilities

Researchers in special education and educational leadership have engaged in collective efforts to highlight the critical role of the principal when it comes to creating inclusive schools for students with disabilities. Primarily, research and prescriptive writings have focused on a set of school improvement practices tailored to creating systems, interventions, and teaching practices that support inclusion. However, much of this scholarship has overlooked the importance of disability identity development. In this article, we review leadership practices that support inclusion with a focus on how principals can foster a school that supports positive disability identity development through a social model perspective.