Process Of Identity Formation Research Articles

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.

The education concept and its false dichotomies

Introduction: The conceptual complexity inherent in the term "education" has been associated with numerous analyses from various disciplinary approaches, paradigms, and theoretical currents. Objective: This article aims not to offer a univocal definition of the meaning of education but to consider it from a sociological perspective that integrates the false dichotomies of individual/society, continuity/discontinuity, and reproduction/change. Development: In the first part, the text presents a theoretical proposal on the articulation between culture, identity, and memory. Culture is understood as the set of objectified and subjectivized forms in historically specific contexts, which provides the individual with intersubjective elements for identity formation, where memory acts as an active dialogue between the psycho-individual and the socio-collective dimension. In the second part, education is proposed as a complex and dynamic process of cultural communication, identity formation, and social construction of memory. It emphasizes the importance of analyzing education from a theoretical perspective that considers the interaction between the individual and society, offering the possibility to understand its crucial role in processes of social reproduction and continuity, as well as in those of change and discontinuity. Conclusions: The mentioned false dichotomies in approaches to studying education polarize and create an antagonism between structures and subjects, individual and society, and reproduction and social change, consequently providing little understanding of how these phenomena articulate with educational processes, overlooking the multiple possibilities of co-participation and mutual determination.

Representing slavery in visual art: a multimodal approach

Abstract This article explores some issues related to the trauma of slavery, colonialism and identity-formation processes through a multimodal analysis, which is particularly useful in studying the manifold meanings and relationships emerging from the forms of cultural and social representation such as visual art. A series of images, chosen within Ellen Gallagher’s art exhibition “AXME”, held at Tate Gallery in London, is investigated to deal with the discursive constructions of gendered and racial identities. Employing Kress and van Leeuwen’s model (2021 [1996]. Reading images: The grammar of visual design. London: Routledge), this article attempts to identify the signs related to categories such as gender and race, as well as the persistence of stereotypical representations in our contemporary societies.

“I Will Be a nurse:” Identity and Belongingness in Nursing School

ABSTRACT A nursing shortage is anticipated within the next decade. Knowing what factors draw individuals to the field of nursing and help them finish their degree is important for recruitment to nursing school, but what is equally important is knowing how individuals connect and see themselves in the field of nursing. One of the contributions of health communication is examining the processes of identity formation in nursing school to determine how they construct their years of nursing school. Using Qualitative Longitudinal Research (QLR) and the model of communication and identity, the research presented in this article examines the experiences of nursing students (n = 32) at one university. The research summarizes the phases of identity that can be characterized as three distinct stages of getting in, scrubbing in, and fitting in. The research also highlights what helps students stay with nursing, feel like they belong to the field, and how this can be translated into communicating what potential nurses need to succeed.

Visualizing Farewell: A Jewish Soldier’s Return to Postwar Germany through Private Photography

ABSTRACT This article explores the experience of German-Jewish refugees who joined the U.S. Army and returned to Germany wearing uniforms through an examination of their private photographs. Focusing on two case studies of images taken by soldiers in 1945–6, the study uncovers their complex dynamics of identity and belonging as they confronted their traumatic past. These photographs reveal a profound detachment from sites of Jewish trauma, enabling the soldiers to bid farewell to their old Heimat on their own terms. By shedding light on their struggles, the analysis provides insights into the process of identity formation and memory negotiation.

The Motif of Freedom as a Reflection of the National Identity of Brazil through the Prism Romantic Era Poetry

The article is devoted to the study of the process of the formation of Brazilian national identity through the prism of poetry as one of the most important elements of the nation's identity and maturity. The relevance of this topic is connected not only with the growing interest of Russian humanitarian science in the ‘Other West’, but also with application to the task of successful interaction with representatives of a particular culture requiring familiarity with the meanings that determine their self-identification. It is necessary to have a holistic understanding of the process of national identity formation and social factors behind its transformation. The characteristic features of the rich culture of the Luso-Brazilian world nevertheless suggest a high degree of differentiation in the identity of the people of Portugal and its former colonies. The aim of the study is to analyze how the motif of freedom manifests itself in the works of Brazilian Romantic poets, reflecting the gradual conceptualization of Brazilian national and cultural identity. To achieve this goal, the following objectives were set: first, to systematize the existing works on the national identity of Brazilians; second, to identify the motif of freedom in specific poems by prominent poets of the studied era and trace how this motif reveals identity of a Brazilian. The materials of the study are the corpus of works by Brazilian Romantic poets, comprising both the original works and their translations into Russian (including translations made by the author of this article). The leading research method was culturalhistorical; the corpus study was conducted by means of content analysis. The novelty of the study was determined by the fact of addressing the motif of freedom, considered as a key factor of Brazilian identity. As a result, it is shown how this motif was formed in the work of Brazilian Romantic poets of the 19th century, branching out into many conceptualizations of freedom. The study of the corpus of Brazilian poetic texts provides convincing evidence that the motif of freedom was one of the first steps for Brazilian society to realize its unique identity. The author concludes that the beginning of this process in the 19th century is associated with such vectors of comprehension of freedom as the desire of Brazilians to return to their homeland from foreign lands, escape from reality/life, freedom in the choice of Christian religion and freedom from sin, the desire to show strength, awareness of the important role of indigenous peoples and praise of the Indian struggle against oppression and despotism, resistance to slavery and colonizers. Gradually, however, the ontology of freedom from is complemented by an ontology of freedom for: Brazilian poets find imaginative solutions that reveal the identity of their people as a cultural search for a counterpart of communication.

STREAMING MUSIK SEBAGAI KONSTRUKSI IDENTITAS (SEBUAH KAJIAN LITERATUR)

In the current digital era, it is incredibly simple to appreciate music. It is now possible to enjoy music without purchasing CDs, cassettes, or even black plates. The availability of music streaming services has rendered internet connectivity the sole requirement for unrestricted music listening. Thus, music can be utilised to accompany daily activities as background music. Prior studies have indicated that an individual's identity might be discernible through the music collection hosted on a music streaming platform. This literary study aims to investigate the process of identity formation through music streaming services, drawing on past research and the social construction theory proposed by Peter L. Berger and Thomas Luckmann. Internalisation, externalisation, and objectivation are the three dialectical moments of social construction that occur during the identity formation process via the music streaming service, according to this literary analysis. The moments of introspection an individual experiences while listening to music on a personalised streaming service are compiled into a playlist that contributes to the formation of one's sense of self. When identical identities are present in a society, objectivation ensues, resulting in the formation of a new social identity

My Journey to Become a Social Worker: Defining Moments of Professional Identity Formation

Abstract Whilst a main task of social work education is to develop the student's professional identity, the literature on social workers’ identity formation is limited. Drawing on twenty-one reflective written assignments, this qualitative study examined defining moments as perceived by third-year Israeli social work students—moments seen as most influential in their process of professional identity formation. The crafting of a social worker identity was found to be an ongoing and spiral process, unfolding across three main spheres: (1) coping with challenges as an opportunity for development; (2) sparkling experiences validating the emerging professional identity; and (3) intersections of personal and professional identities. The findings suggested that through a process of guided reflection and discussion, often facilitated in supervisory sessions and classroom settings, students were able to transform their experiences into cornerstones for structuring their emerging professional identity. These dynamics underscore the significance of directly incorporating professional identity exploration as an integral part of the social work curriculum.

Nurturing Body Literacy: Transforming Education in the Virtual Reality Era to Shape Children’s Identities and Redefine Educator Roles

The virtual reality era has ushered in significant changes in the identity formation process of children and young individuals. This exploratory research intervention investigates the correlation between social media use and its potential influence on body image development in 9- to 10-year-old children. This study employs a qualitative research-intervention design comprising three phases: focus group discussions, the implementation of an educational intervention, and post-intervention assessments. The research was conducted with 50 children attending a primary school in Cassino, Italy. The findings underscore the importance of nurturing a positive body image from early childhood. This entails emphasising the development of various vital elements within the construct of body literacy, including body awareness, body interception, body perception, and body comprehension. Educators play a critical role in empowering children to foster a healthy body image by adopting an educational approach rooted in the principles of body literacy. The school environment emerges as an ideal setting for promoting body literacy, thus contributing to children’s holistic development and well-being in an age dominated by virtual reality and social media influences.

“I Told Them I Want to Speak Chinese!” The Struggle of UK Students to Negotiate Language Identities While Studying Chinese in China

ABSTRACT This article leverages interview data from students of Chinese who enrolled at a UK university but pursued a period of study abroad in China, aiming to delve into their negotiation of language identities during their overseas experience. By employing Block’s structural model in our discourse analysis, this research reveals the dynamic interplay between agency and structure, shedding light on the intricate process of language learning and identity formation. The findings underscore that structural contexts are integral to shaping students’ agency, highlighting specific structural spheres that pose challenges to their development of Chinese language and multilingual identities. These spheres encompass the linguistic and cultural dominance of English as well as Chinese hospitality practices. Rooted in their habitus, participants’ preconceived notions of the Chinese language and cultural aspects influence their journey, yielding either positive or negative impacts. Furthermore, participants’ backgrounds and prior language learning experiences significantly contribute to their identity development. In advocating for a comprehensive approach, this study emphasises the integration of both agency and structural contexts as necessary to fully comprehend the intricate process of identity development.

Applying the concept of ‘PE-for-sport-literacy’: exploring pre-service teacher identities with a new way of teaching sport

ABSTRACT We explored how a physical education teacher education (PETE) programme at an Australian university influenced physical education pre-service teacher (PEPST) sport teaching identities. Our methodology utilised Elias’s [2012a [1970, 1978]. What is sociology? Collected works (Vol. 5). University College Dublin Press] personal pronouns as a figurational model which shows how social group (‘we’) identity relates to outsiders (‘they’) as well as individual members (‘I’) within communities. We also drew upon the concepts of figuration [Elias, N. (2012b [1939]). On the process of civilisation, collected works (Vol. 3). University College Dublin Press], habitus [Elias, N. (2010 [1987]). The society of individuals, collected works (Vol. 10). University College Dublin Press] and established and outsider theory [Elias, N., & Scotson, J. L. (2008 [1965]). The established and the outsiders. Collected works (Vol. 4). University College Dublin Press]. By examining if and how the ‘I’ pronoun was used in a written assessment task, we sought to ascertain the extent PEPSTs might apply the concept of ‘PE-for-sport-literacy’ (PE4SL) in their future careers. Just over half the participants wrote ‘I’ statements about how they would enact sport teaching in convincing and believable ways, the remaining PEPSTs provided descriptive narratives, suggesting a limited engagement with PE4SL, using writing styles more akin to academic writing, with little or no use of the ‘I’ pronoun. Our findings are important because, there have been limited studies about the process of teacher identity formation in teacher education [Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189] and fewer studies about the construction of PEPST identity [Liu, J., & Keating, X. D. (2022). Development of the Pre-service Physical Education Teachers’ Teacher Identity Scale. European Physical Education Review, 28(1), 186–204] and PE teacher identity [Virta, J., Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2019). Professional identity among student teachers of physical education: The role of physicality. European Journal of Teacher Education, 42(2), 192–210]. Our findings then, add to the finite stock of knowledge concerning PEPST teacher identity development, by drawing attention to the varied ways our participants engaged with PE4SL. This study reinforces previous research that highlighted that as teacher educators, the knowledge we teach does not automatically translate into beginning teacher practices [Brown, D. (2005). An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu's embodied sociology. Sport, Education and Society, 10(1), 3–23; Fernández-Balboa, J.-M. (2009). Bio-pedagogical self-reflection in PETE: Reawakening the ethical conscience and purpose in pedagogy and research. Sport, Education and Society, 14(2), 147–163].

Hope and Ethnic Identity among Adolescents in East Nusa Tenggara

The formation of ethnic identity illustrates the important task for emotional development during adolescence. Hope is a protective factor for adolescents during the process of identity formation. This study aims to determine the effect of hope on the development of ethnic identity of adolescents in NTT. The participants of this study were 45 adolescents aged 17-19 years old who were studying at several universities in NTT. The sample of the study was taken by using purposive sampling technique. This study used the Children Hope Scale (CHS) and Ethnic Identity Scale to measure the effect of hope on the development of ethnic identity of adolescents in NTT. Hypothesis testing using simple linear regression analysis resulted in significance value (Sig.) 0.040 <0.05, t-statistic 2,115> 2,015, R square = 0.094. The results of the study show that there is a significant effect of hope variable amounts to 9,4% on the development of ethnic identity of adolescents in NTT. This study implies the need to cultivate hope as an effective variable in developing emotional skills of adolescents by way of improving solidarity among members in various ethnic groups in NTT.

A lucky draw? Theorising how work placements develop diverse university students’ career stories

ABSTRACT Universities can prepare students for work, and universities can educate increasingly diverse student cohorts, but can they do both concurrently? This question of whether universities can offer equitable and inclusive careers education is increasingly under scrutiny. In this study, we address the largely under-theorised area of work-based placements from the perspective of career identity formation for diverse students. We do so through the adoption of Meijers and Lengelle’s theorisation of ‘career stories’ which position the narrative as the mechanism to understand how students’ have developed their career identities and future professional goals. Drawing on longitudinal interviews with disabled students, we explore university placements as ‘boundary experiences’ which can either enable, or disable, the formation of students’ professional selves. Our findings indicate a troubling amount of variability, and indeed, luck within the placement offering, often unsupported by intentional pedagogical design. This suggests that the current university placement experience does little to support the professional identity formation processes of diverse students. Through this study, we further translate a processual learning theory from career learning to support future intentional pedagogical placement design in the university context for diverse students. The article ends with a consideration of how placement experiences can better align to equity goals of the university, and provide scalable, high-quality learning experiences for all students.

Discovering and developing the vocational teacher identity

PurposeThis study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.Design/methodology/approachThe theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.FindingsFindings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).Originality/valueWhile teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

Radicalism, identity construction and emotionality in social movements: #BogaziciDireniyor and the challenge to authoritarianism

ABSTRACT Drawing upon recent insights in the social movements literature that have been looking at different facets of radicalisation, this paper explores processes of identity formation and ‘emotion transformation’ happening at the collective level and expressed through forms of non-conventional political participation. The key case study that is taken as an example is that of the recent pacific protests that took place at Boğaziçi University. Similar to recent studies that shed light on the study of radicalism in peaceful protests, we look at the main frames through which demands for social change by young activists participating in the protests are constructed and at the emotional frames that express grievances. In doing so, we focus on the representation of the movement on Twitter. These have the aim of challenging hegemonic discourses promoted by the status quo through forms of ‘radicalism through protest’ rather than ‘radicalism through violence’. In exploring this area, we conduct a qualitative analysis of social media content looking at the use and reproduction of key messages meant to share common frames that construct processes of collective identification but also at the processes of ‘emotion transformation’ that shape radical collective claims and which seek to challenge the dominant political system.

In Nehemiah's Footsteps? Uzziah at the Service of the Chronicler's Ideology

Uzziah ruled in Judah for many years, yet the description of his rule in the book of Kings is laconic. The book of Chronicles, on the other hand, provides an extensive description of his reign that stems from authorial ideology, theology, and processes of identity formation. The book of Ezra-Nehemiah describes a series of confrontations from four directions, with Uzziah’s battles with the Philistines, the Arab tribes, and the Ammonites being three of these fronts. The Chronicler, writing several decades after Ezra-Nehemiah, was aware of the Ezra-Nehemiah text or its narrative, and developed the figure of Uzziah as a great king, thus serving his own national, economic, ethnic, and religious goals.

Double the degree, double the identity? Identification and experiences of students studying two simultaneous degrees

This study investigates the impact of studying two degree programs on students’ identity formation and experiences within the evolving landscape of higher education, characterized by massification and managerial trends in the context of a weak economy. I use a narrative analysis of interviews with 14 Colombian students enrolled in joint-degree programs at an elite private university. I found that students tend to focus their identity development within a single program of study, contrary to the promise of broader identity multiplicity envisioned by the university's joint degree policy: 8 students ended up building their professional identities primarily within one program of study, three students had not developed any, and only one student developed two professional identities. Second, the intensive demands of these programs appear to prioritize the identity of a joint degree student, relegating alternative social and ego identities due to limited socialization opportunities. Third, the conflicted process of identity formation is frequently laden with frustration from unmet expectations, feelings of overload or under-stimulation, and isolation from peers. In conclusion, universities’ promises to enhance career paths and professional identities through joint degree programs may be decoupled from students who do not double their professional identities and horizons. This finding has implications for the theorization of professional identification. As students mature, they often prioritize career opportunities within a program over dual or multiple professional identities. Building multiple professional identities at the university is often unrealistic, and when it does occur, it may be at the expense of subordinating other social and ego identities. Finally, universities offering joint degrees could use these theoretical reflections and empirical findings on identity formation and student experiences that are consistent with our knowledge of the complexity of professional identity formation and the plausibility that this complexity is amplified by the addition of another program of study.

Identity statuses and involvement of Polish secondary school youth in social media use

The formation of a person's identity is a continuous and dynamic process, occurring at every stage of our lives, although the most important and crucial period is adolescence, especially its second phase falling between the ages of 16/17-20. In the light of contemporary research, we know that identity is not a fixed construct, but is subject to dynamic transformations not only during adolescence, but also at subsequent stages of adulthood (Brzezińska & Piotrowski, 2017). Identity formation is subject to various influences, one of which is the use of social media. Therefore an extremely important research task should be the searching for links between young people's identity statuses and their activity on social networks. We know that today's young people use social networks to explore themselves, but also to express themselves. The researchers who undertook this issue were Mannerström et al. (2018). Their studies concerned the dependencies between social media use and identity statuses. There is still not enough empirical research focusing on exploring the relationship between adolescents' engagement in digital activity and their identity formation process. This article presents the results of research into understanding this relationship. In this study was applied a diagnostic survey method. The research consisted of anonymous paper-and-pencil surveys. The study was designed to answer the question of how the identity statuses of the studied adolescents are linked to their excessive use of social media portals. The results confirmed that adolescents who have ruminative exploration identity statuses use social media portals statistically significantly more excessively (harmfully) than students presenting other identity statuses.

Значение интересов в формировании гражданской идентичности

The concept of identity in modern science is not unambiguous. The article presents its interpretations according to different approaches. It is noted that a multilevel and differentiated representation of identity in various theo-retical directions is advisable. Attention is drawn to the sociological conceptualization of identity (both individual and collective) in the light of its determinism by social interests. It is emphasized that in modern science, the discourse of identity is considered as a significant mechanism of public administration, which makes it possible to determine a person’s involvement in all the diversity of social relations and to regulate them. The complexity of the latter leads to the multiplicity of manifestations of identity, which can be considered from several posi-tions. The article provides an analysis of identity in terms of its formation under the influence of individual and public interests. The conceptual foundations of civic identity are represented in comparison of various types of manifestation of self-determination processes. Particular attention is paid to the role of interests in the for-mation of identity, and to the importance of taking into account the mutual determination of individual and so-cial interests in the course of their influence on the processes of identity formation.

Codex and Contest: What an Early Christian Manuscript Reveals about Social Identity Formation Amid Persecution and Competing Christianities

Recent scholarship on the Bodmer Miscellaneous Codex (BMC) has analysed various features of the manuscript, mostly attempting to answer questions like “Why was this codex created?” and “What purpose did it serve?” Some have given more specific answers, while others believe the document to be largely enigmatic. To further the academy’s understanding of this ancient codex, this paper will examine the BMC, which comprises 11 different writings, for evidence of early Christian social identity formation. More specifically, it will heuristically apply Social Identity Theory (SIT) and Social Identity Complexity Theory (SICT) to reflect on identity and boundary construction in the BMC. It will be argued that various features of this ancient codex reveal a process of social identity formation, specifically an emerging orthodox Christian identity that is seeking positive distinctiveness and striving to reinforce the boundaries between an ingroup and various other outgroups. Furthermore, it is argued that the evidence of these features, in the context of persecution and competing Christianities, denotes a lower level of social identity complexity.