Social Identity Development Research Articles

Reframing Deficit Thinking on Social Class

AbstractThis chapter discusses how deficit thinking around issues of social class can influence college students’ social class identity development.

Using the Social Class Worldview Model in Student Affairs

AbstractThis chapter explores social class myths, the Social Class Worldview Model, and suggestions for student affairs professionals to facilitate social class identity development.

‘Net Mums’: a narrative account of participants’ experiences within a netball intervention

Back to Netball (B2N) is a coach-led programme established by England Netball, to encourage inactive individuals to re-engage. B2N engages a typically hard to reach group, with 52% of participants being mums. This study aims to understand how a physical activity intervention (i.e. B2N) influences mums’ identity. There is a distinct lack of qualitative studies that include mums’ own voices and how they negotiate being physically active alongside the role expectations associated with being a mum. A qualitative approach was utilised to consider and represent participant’s experiences. Semi-structured interviews were conducted with 19 women who were engaged with the Back to Netball scheme. Thematic analysis was used to analyse the experience of mothers who take part in B2N. Two key themes were identified (1) mum identity as enabler for relatedness and (2) exercise identity as an additional identity. Following the identification of the two key themes, two non-fiction constructs were created which illustrate each theme in the context of a B2N participant’s life. The narratives explore social categorisation and the development of social identity and exercise identity and how it can influence attitudes, beliefs and levels of engagement in other forms of physical activity. Practically, this paper demonstrates how future physical activity interventions can cater for a traditionally hard to reach group, such as mums. To be able to engage mums and facilitate the development of an exercise identity, relatedness should be a focus of a physical activity programme.

Race/Ethnicity and Social Adjustment of Adolescents: How (Not if) School Diversity Matters

In this article, I describe a program of research on the psychosocial benefits of racial/ethnic diversity in urban middle schools. It is hypothesized that greater diversity can benefit students' mental health, intergroup attitudes, and school adaptation via three mediating mechanisms: (a) the formation and maintenance of cross-ethnic friendships, (b) the development of complex social identities, and (c) decreases in perceived vulnerability. These hypotheses are examined in a 3-year longitudinal study of approximately 6,000 ethnically diverse 6th-grade students as they enter one of 26 urban middle schools in California. The overarching goal of this article is to present a strong argument that greater school ethnic diversity can buffer many of the normative challenges of early adolescence.

Social capital in a regional inter-hospital network among trauma centers (trauma network): results of a qualitative study in Germany

BackgroundAs inter-hospital alliances have become increasingly popular in the healthcare sector, it is important to understand the challenges and benefits that the interaction between representatives of different hospitals entail. A prominent example of inter-hospital alliances are certified ‘trauma networks’, which consist of 5-30 trauma departments in a given region. Trauma networks are designed to improve trauma care by providing a coordinated response to injury, and have developed across the USA and multiple European countries since the 1960s. Their members need to interact regularly, e.g. develop joint protocols for patient transfer, or discuss patient safety. Social capital is a concept focusing on the development and benefits of relations and interactions within a network. The aim of our study was to explore how social capital is generated and used in a regional German trauma network.MethodsIn this qualitative study, we performed semi-standardized face-to-face interviews with 23 senior trauma surgeons (2013-14). They were the official representatives of 23 out of 26 member hospitals of the Trauma Network Eastern Bavaria. The interviews covered the structure and functioning of the network, climate and reciprocity within the network, the development of social identity, and different resources and benefits derived from the network (e.g. facilitation of interactions, advocacy, work satisfaction). Transcripts were coded using thematic content analysis.ResultsAccording to the interviews, the studied trauma network became a group of surgeons with substantial bonding social capital. The surgeons perceived that the network’s culture of interaction was flat, and they identified with the network due to a climate of mutual respect. They felt that the inclusive leadership helped establish a norm of reciprocity. Among the interviewed surgeons, the gain of technical information was seen as less important than the exchange of information on political aspects. The perceived resources derived from this social capital were smoother interactions, a higher medical credibility, and joint advocacy securing certain privileges.ConclusionApart from addressing quality of care, a trauma network may, by way of strengthening social capital among its members, serve as a valuable resource for the participating surgeons. Some member hospitals could exploit the social capital for strategic benefits.

Social Media Social Comparison of Ability (but not Opinion) Predicts Lower Identity Clarity: Identity Processing Style as a Mediator.

Social comparison on social media has received increasing attention, but most research has focused on one type of social comparison and its psycho-emotional implications. Little is known about how different types of social comparison influence youth's identity development. Drawing on the theories of identity processing styles and social comparison, we examined how two different forms of social comparison on social media related to three identity processing styles, which in turn predicted youth's global self-esteem and identity clarity. We surveyed 219 college freshmen (Mage = 18.29; 74% female) once in the Fall and once in the Spring. Social comparison of ability on social media was related to concurrent diffuse-avoidant identity processing style, which predicted lower identity clarity months later. In contrast, social comparison of opinion on social media did not influence college freshmen's global self-esteem and identity clarity through identity processing styles. The findings clarified the implications of online social comparison for youth's identity development.

Linking Theory to Practice: Case Studies for Working with College Students (4th ed.) ed. by Frances K. Stage

Reviewed by: Linking Theory to Practice: Case Studies for Working with College Students (4th ed.) ed. by Frances K. Stage Christa J. Porter Linking Theory to Practice: Case Studies for Working with College Students (4th ed.) Frances K. Stage & Steven M. Hubbard (Editors) New York, NY: Routledge, 2018, 243 pages, $47.95 (softcover) Socialization into student affairs, although different for each individual, should include theoretical knowledge and practical application of competencies of the profession (American College Personnel Association & National Association of Student Personnel Administrators, 2015). For most graduate students, professional preparation programs remain a primary path into the field and typically include some form of experiential learning. In 1993, Stage and Hubbard created the first edition of Linking Theory to Practice: Case Studies for Working with College Students to help graduate students and administrators apply theoretical concepts to their work with students. Now in the fourth edition of the text, the authors argue for broader exposure to the practical work of [End Page 383] student affairs administration. Similar to its previous editions, the authors have continued to use case studies written by those in the profession to advance experiential learning for graduate students and administrators alike. Chapters 1 through 3 provide a general overview (i.e., role of theory in a practical world; theory and practice in student affairs; and case analysis in action), while chapters 4 through 9 are case studies organized by topical areas (i.e., organization and administration, admissions, advising and counseling, academic issues, identity, and campus life). Chapter 1 begins with a hypothetical example of how a researcher and administrator would develop theory based on their understanding of students' experiences. Stage asserts the researcher would identify a more abstract perspective and ignore the details, while the administrator would pinpoint specific elements related to the student's individual self. This assumption is unnecessary; there is much to gain while conducting research with and alongside our students. Both administrators and researchers must maintain a student-centered focus and the author's example can cause division. Although previous researchers and theorists have focused on particular identities, more recent college student development scholarship is representative of holistic experiences and the systems within which they exist (Patton, Renn, Guido, & Quaye, 2016). Additionally, in chapter 1, Stage eloquently highlights the following four benefits of case study analysis: (a) it challenges conventional habits of administrative thought and action, (b) it promotes consideration of multiple perspectives, (c) it promotes consideration of unique campus environments, and (d) it manipulates problems with realistic legal, institutional, and political constraints (p. 5). Stage uses Argyris's (1976) conceptual understanding of professional behavior as theory to illustrate the challenge that graduate students and administrators have while trying to solve a case. Thus, Stage emphasizes: "Case study analysis is an ideal way to begin to challenge and modify theories in action or in the absence of theories of action, to cultivate positive ones" (p. 5). Chapter 1 sheds light on the personal foundations and experiences that graduate students and administrators carry with them into their professional positions. This information becomes even more valuable when discussing effective and sustainable socialization processes and supervision of graduate students in student affairs. Chapter 2 offers a substantial summary of four subsections of formalized theory—cognitive development, psychosocial, social identity development, and typology—and theories of college environment, outcomes, organization and administration. The summary is beneficial because it serves as an introduction for graduate students and administrators whose formal training into the profession did not include college student development theory; however, the proceeding conversation on critically analyzing theory is limited. Hubbard promises: "This chapter also provides a summary of critical analysis that will give the reader new insights on how to better apply theory and ask important questions for our profession and our use of theory" (p. 13). Hubbard offered two points. First, he stressed the need to reflect on issues of diversity and multiculturalism of today's student population and campus climate (Pope, Reynolds, & Mueller, 2004; Torres, Howard-Hamilton, & Cooper, 2003). Second, practitioners must strive to understand the influence of administrators and faculty on student success, development, and the overall college experience as an important theoretical concept (Bensimon, 2007). The depth of criticality of...

The Influence of Social Identities on Civic Identity

There is a growing societal need for civic-minded leaders, and undergraduate students are poised to become the future leaders and decision makers for a global society. This dissertation explores the demographics and experiences of undergraduate students and their perceived civic-mindedness at a predominantly White, urban, Jesuit-Catholic, liberal arts university in the Northwest United States. It also examines the relationship between the students’ social and civic identities, suggesting that an identity-neutral Civic-Minded Graduate (CMG) construct fails to account for the role of social identities. This examination of the personal and social identities of gender, race/ethnicity, and socioeconomic status on the development of civic-mindedness and civic identity contributes to the literature and to the institution’s ability to support and nurture students by building individual leadership capacity through civic engagement on campus, in the local community, and beyond. Using a critical, emancipatory, and participatory action research lens that centers the views of excluded groups, this explanatory sequential mixed methods case study involves undergraduates in the arts and sciences and science and engineering colleges who have been at the institution for at least two academic terms. An online survey, based on the CMG Scale, and focus groups were administered to gain a deeper understanding of the relationships between social identities, civic identity, and civic-mindedness, in support of the center for community engagement at the case study institution. Six hundred and ninety-nine participants completed the Modified CMG Scale and two focus groups yielded nine participants. The results of the study indicate that the salience of social identities relates to civic-mindedness and to non-dominant/underrepresented groups, which in turn influences the ways in which civic engagement is enacted. Students’ sense of self as determined through salient social identities also impacts the types of communities in which these students engage. This engagement can be defined as civic self-authorship, in which civic action and social identity development converge. Ultimately, the researchers suggest the full consideration of social identities in civic development and engagement efforts on campus and in the community and offer recommendations for practice and future research that emerged from the investigation of the case study population.

THE DEVELOPMENT OF SOCIAL IDENTITY STRATUM IN HENRIK IBSEN’S A DOLL HOUSE: A NEW PERSPECTIVE TO IDENTITY

Based on Bakhtin’s theories of dialogism and stratification, the paper suggests that individual identity is not unified, is not a complete whole, and is not static rather identity with its diverse strata is dynamic, developing and evolving. Gender identity, cultural identity, linguistic identity, imposed identity, ideological identity, spacial identity, national identity, racial identity, topographical identity and even diverse sorts of hybrid identities such as socio-political identity, socio-linguistic, socio-cultural are just some strata of individual’s nonhomogeneous identity. For matters of space and time, the present paper seeks to prove the existence of social identity based on Alfred Adler’s theory of Individual Psychology and the concepts of superiority complex and inferiority complex and their representative causes such as social interest, style of life, and masculine protest. Looking from a different angle, the paper discusses superiority and inferiority complexes as the building blocks of social identity. Moreover, social interest, style of life, and masculine protest are the forming factors of the complexes and henceforth the stratum of social identity. The theories are applied on Henrik Ibsen’s A Doll House to study the development and suppression of social identity in Nora which lead her to seek her released un-imposed identity. Released un-imposed identity is interpreted in power structure relations as dissident or rebellious identity.

I and Us: A Longitudinal Study on the Interplay of Personal and Social Identity in Adolescence.

The development of personal and social identity is crucial in adolescence. On the one hand, adolescents face the task of forming and consolidating their personal identity in multiple domains, with educational and interpersonal domains particularly salient. On the other hand, they enlarge their social horizon and increasingly define themselves as members of multiple peer groups, such as groups of classmates and friends met outside school. There is however a lack of integrative research on the interplay among and between personal and social identity processes. Hence the purpose of this study was threefold. First, we examined how personal identity processes in the educational and interpersonal domains are associated longitudinally. Second, we investigated to what extent social identifications with classmates and with the group of friends are associated over time. Third, with an original approach we examined the longitudinal interplay between personal and social identity processes, to connect theoretical contributions that have so far proceeded largely in parallel. Participants were 304 adolescents (61.84% female, M age = 17.49) involved in a three-wave longitudinal study. We found that (a) the ways in which adolescents develop their identity in the educational and interpersonal domains become more closely intertwined over time; (b) identifications with classmates and with the group of friends are interconnected; and (c) personal and social identity processes are associated both concurrently and longitudinally, with most cross-lagged effects showing that social identifications influence personal identity formation and consolidation in the interpersonal identity domain. Theoretical implications are discussed.

A Grounded Theory of Adolescent High School Women’s Choir Singers’ Process of Social Identity Development

The purpose of this grounded theory study was to discover the process of social identity development for adolescent high school women’s choir participants. Purposive maximum variation sampling was used to identify three public high school women’s choirs where 54 interviews were conducted with 40 different public school singers. Three waves of data collection and analysis revealed a seven-step process beginning with coming in singing and ending with envisioning myself. The central phenomenon was identified as opening up my voice and me and emphasized singers’ increased self-confidence. Intervening conditions included competition, the absence of choral opportunities, and lack of understanding from those outside of the choral program. Amount of time in the choral program, number of groups, and community recognition were identified as contextual conditions. Dimensionalized properties, a temporal matrix, and propositional statements are presented.

Social identity, self‐esteem, and mental health in autism

AbstractWe investigated Autism social identity and mental health in autistic people. Autistic people have social and communication deficits, and experience social stigma—factors that could interfere with the development of positive social identity. Indeed, autistic participants (N = 272) had significantly lower personal self‐esteem, and higher levels of depression and anxiety than typically developing controls (N = 267). Autism social identification was positively associated with personal self‐esteem, and this relationship was mediated by collective self‐esteem (perceived positivity of Autism identity). Furthermore, there were significant negative indirect effects between Autism identification and anxiety, and between Autism identification and depression, through increases in collective self‐esteem and personal self‐esteem. Thus, while autistic participants reported poorer mental health than average, having a positive Autism social identity appeared to offer a protective mechanism. This implies that to improve mental health in the Autism population, clinical approaches should aim to facilitate development of positive Autism identities.

Emerging adults' social media self-presentation and identity development at college transition: Mindfulness as a moderator

Scholars have described how youth perform online self-presentation and its implications for identity formation. However, only a few studies have statistically examined the associations between self-presentation on social media and identity development at major developmental transitions. Also, although mindfulness is found to moderate the relationship between social media use and psychological outcomes, its moderating role has not been investigated in self-presentation/identity research. Drawing on a multi-faceted model of online self-presentation and identity theories, we explored how four dimensions of social media self-presentation related to college freshmen's self-esteem and identity clarity. Survey data from 219 college freshmen between the ages of 18 and 23 (Mage=18.29, S.D.=0.75; 74% female; 41% White, 38% Black) showed that positive online self-presentation was related to higher self-esteem. It was also related to higher identity clarity but only among mindful freshmen. Authentic online self-presentation was related to higher self-esteem, also for mindful freshmen only. Presenting personal/intimate information was associated with lower identity clarity. The negative relationships between such self-presentation and the two identity outcomes were stronger among less mindful freshmen. Findings revealed the diverse associations between online self-presentation and identity development at the college transition.

Critical Autobiography as Research

Identity is a reflection of how people view themselves within the social structure (Campbell, 2010; Hill & Thomas, 2000). Too often these identities are mirror images of normalized labels and affiliations defined by, and through, social norms and values. Introspective of social constructs and teachings of normalcy, often times one’s identity and status is never questioned (Ramsey, 2004). Juxtaposing systemic thinking with personal knowledge, this article offers insights into the uses and contributions of critical autobiographical research as a both paradigm of research and practice. This article seeks to link the application of critical autobiography with educational practice and theory to promote social justice, identity development, and lifelong learning.

Is gender more important and meaningful than race? An analysis of racial and gender identity among Black, White, and mixed-race children.

Social categories shape children's lives in subtle and powerful ways. Although research has assessed children's knowledge of social groups, most prominently race and gender, few studies have examined children's understanding of their own multiple social identities and how they intersect. This paper explores how children evaluate the importance and meaning of their racial and gender identities, and variation in these evaluations based on the child's own age, gender, and race. Participants were 222 Black, White, and Mixed-Race children (girls: n = 136; Mage = 9.94 years). Data were gathered in schools via 1-on-1 semistructured interviews. Analyses focused on specific measures of the importance and meaning of racial and gender identity for children. We found that: (a) children rate gender as a more important identity than race; (b) the meanings children ascribe to gender identity emphasized inequality and group difference whereas the meaning of race emphasized physical appearance and humanism/equality; and (c) children's assessments of importance and meaning varied as a function of child race and gender, but not age. The findings extend research on young children's social identity development and the role of culture and context in children's emerging racial and gender identities. Implications for identity theory and development and intergroup relations are discussed. (PsycINFO Database Record

The role of national legends in the process of shaping the identity of children and teenagers

The article contains the results of research on the impact of traditional national legends on social and local identity development of children and teenagers. Thanks to legends, first passed down in oral form, then written, past can be witnessed in the present, and is the cultural heritage of the nation, region, and the city. Legends, in spite of their fairy-like illusion, provide children with answers related to the history of their country, its rulers, national heroes, and strengthen the sense of security, as well as comprise the cultural heritage of a nation. Traditional Polish legends were the subject of numerous changes over the course of years, and on their basis neolegends were created, including urban legends. Encouraging children to read legends and create their own neolegends in forms of narrative and artistic expressions, impels them to carefully observe their region, supports the development of imagination and activates creative processes. Carefully chosen legends, in accordance with a child’s age, not only hold educational values, but also educate by promoting noble values

Ties That Bond: Youth Sport as a Vehicle for Social Identity and Positive Youth Development

ABSTRACTAn emerging area of research has focused on understanding how the group dynamics of a sport team influence positive youth development (PYD). The identities that youth form through their membership in sport teams (i.e., social identities) have been found to influence teammate behavior and team performance. Yet, minimal work exists on social identity and PYD in youth sport. Purpose: The purpose of this study was to investigate the relationship between social identity and PYD in sport. Method: Youth engaged in recreational sport (N = 219; Mage = 11.61 years, SD = 1.39 years) completed measures of social identity and PYD in sport. The social identity measure assessed 3 dimensions including ingroup ties (IGT; perceptions of similarity, bonding, belongingness), cognitive centrality (importance of being a team member), and ingroup affect (IGA; feelings associated with group membership). A regression analysis was performed separately for 4 PYD outcomes (personal and social skills, goal setting, initiative, negative experiences) with the 3 dimensions of social identity entered as predictors. Results: Regression analyses revealed that IGT and IGA were positively associated with personal and social skills (R2 Adj. = .29). Further, IGT predicted initiative (R2 Adj. = .16), whereas IGA was positively associated with goal setting (R2 Adj. = .17) and negatively associated with negative experiences (R2 Adj. = .08). Conclusion: The findings extend previous research highlighting the benefits of social identity on teammate behavior and team performance and demonstrate how social identity may contribute to PYD through sport.

Ecological Factors in Human Development.

Urie Bronfenbrenner (1992) helped developmental psychologists comprehend and define "context" as a rich, thick multidimensional construct. His ecological systems theory consists of five layers, and within each layer are developmental processes unique to each layer. The four articles in this section limit the exploration of context to the three innermost systems: the individual plus micro- and macrolayers. Rather than examine both the physical features and processes, the articles tend to focus solely on processes associated with a niche. Processes explored include social identity development, social network dynamics, peer influences, and school-based friendship patterns. The works tend to extend the generalization of extant theory to the developmental experience of various minority group experiences.

Reclaiming Our Queendom: Black Feminist Pedagogy and the Identity Formation of African American Girls

ABSTRACTApproaches to rectifying the inequities Black female students encounter in U.S. educational institutions are rarely discussed in the body of research in which these individuals are the foci. In this critical race feminist auto-ethnography, the author used qualitative data from a two-year study of a girls' empowerment program that she established at an urban public high school. Through an analysis of Black feminist curricula, in-class video footage, student artifacts, and interviews with former participants, the author argues that Black feminist pedagogy may promote the development of positive social and academic identities among African American female youth. Concrete, research-based guidelines for developing culturally responsive pedagogical interventions are discussed.

КУЛЬТУРНАЯ ИДЕНТИЧНОСТЬ И ПРОБЛЕМЫ АДАПТАЦИИ ИНОЭТНИЧНЫХ МИГРАНТОВ В РОССИИ

The article presents the results of interviews with residents of Yekaterinburg (N = 485) and ethnic migrants from Central Asia (N = 231), which reveal the current forms of interaction between the host society and migrants from different countries, and the problem of mutual rejection that determines the growth of social conflicts. The authors identify key barriers hindering the mutual adaptation of the host society and migrants that are based on cultural differences and, thus, require a careful work with cultural identity as a determinant of interethnic interaction. However, the theoretical analysis proves the lack of a clear unambiguous interpretation of the ‘cultural identity’ concept that is necessary for the analysis of contem-porary social processes under the international migrations and intercultural communications. The article aims to prove the importance of both considering ‘cultural identity’ as a special analytical category and developing the common cultural identity in the process of mutual adaptation and integration of the Rus-sians and ethnic migrants. The authors use the constructivist approach and define ‘identity’ as a result of the identification process and a flexible element that can be changed according to the social situation. Thus, cultural patterns should become the basis of interethnic relations to ensure social well-being and stability, and cultural identity is to be the most important social construct to reduce social tensions de-termined by ethnic migrations. The development of a common social identity consists of several stages: first the common civil identity is to be formed, then the common cultural identity of the host society and ethnic migrants.