Identity Construction Of Students Research Articles

Construction of Student Identity on the Outfit of the Day Phenomenon on Social Media Instagram

In today's digital society, the perspective regarding fashion objects, especially Outfit of the Day (OOTD), has shifted from seeing an item based on used value to symbolic value. There is a strong motivation in consumers to carry out consumption actions, so they consider OOTD products as characteristics that must be implemented through style, clothing, and symbolic meanings that are constructed through new identities. This research aims to find out the construction of adolescent identity and the implications of the identity formed related to the OOTD phenomenon. The theory used in this research is Peter Burke's Identity Theory. This research uses a qualitative method with a phenomenological approach, and uses purposive sampling data collection through observation, interviews, and documentation. The results of this study show that the process of student identity construction begins when a perception of OOTD such as up to date, fashionable, prestige, elegant is obtained through virtual and social environments which are then compared with previously inherent identity standards. Furthermore, the comparator sends a signal of incompatibility between the incoming perceptions and the identity standards held, so this has implications for impulse buying activities.

Don’t let people label you; an organic perspective to young people’s identity construction in a German Saturday school

ABSTRACT Sociolinguistics has seen an emergence of new theoretical perspectives that somehow cater for the, according to Li, ‘complex linguistic realities of the twenty-first century’ (2017, p.14). Thus ‘overwriting’ conventional ways of understanding language/language use and its relation to identity construction. Taking these changes as a starting point, this paper expands research into complex identity construction of students attending a complementary language school and investigation of linguistic repertoires of German language learners through language portrait work. The motivation for the research presented in this paper is to explore the relationship between linguistic repertoires and complex identities of young people attending a complementary language school in a multilingual city. It suggests an organic approach to investigating the relationship between young people as social beings, that are more than ‘just’ language learners per se, and the ways they use organic linguistic repertoires (OLRs) to construct their complex linguistic identities. The findings presented in this paper highlight the complexities of young people’s identities in relation to their OLR. The term OLR points towards the dynamic nature of ‘languages’. Although these terms point toward a dynamic understanding of language and identity the term OLR seems to foreground the changing nature of these, pointing toward their ‘aliveness’.

Medical Student Identity Construction Within Longitudinal Integrated Clerkships: An International, Longitudinal Qualitative Study.

Longitudinal integrated clerkships (LICs) have been implemented worldwide to increase authentic student participation in patient care over time. Studies have shown benefits of the model include the ability of LICs to attract future practitioners to underserved areas, student engagement in advocacy, and development of an "ethic of caring." Less is known, however, about how LICs impart their benefits, although LICs may strengthen professional identity. As such, this study aimed to explore medical student professional identity construction through time within LICs internationally. This was a longitudinal qualitative study from 2019 to 2020, involving 33 students across 4 medical schools in the United Kingdom, Ireland, and the United States. The authors explored participating students' identity construction during LICs. Data collection involved 3 stages: individual, semistructured interviews at entry (n = 33) and exit of the LIC (n = 29), and audio diaries throughout. Data were analyzed inductively using a reflexive thematic approach. Three themes were identified. Longitudinal relationships with patients and preceptors encouraged patient care ownership and responsibility; LIC students identified as patient advocates; and longitudinal relationships shaped students' social consciences. Themes were underpinned by continuity of relationships between students and patients, and students and tutors. Though continuity is lauded as the cornerstone of LICs, these findings suggest that this is too broad a way of understanding the benefits of LICs. Instead, continuity should be seen as facilitating the development of important relationships within diverse communities of practice, which leads medical students to construct professional identities as responsible, compassionate advocates for underserved populations. This was the case across the institutions, nations, and LIC types in this study. By highlighting the ways in which LICs influence identity, these findings offer important insight relating to the future development and delivery of LICs.

Belonging and Becoming in the space[s] of Higher Education

This article explores the intimate entanglement of students Becoming and Belonging in the informal spaces of higher education. In so doing, it raises the many possible ways of belonging and becoming at a South African university. The entwined relationship’s contribution to student identity construction and the potential to exercise agency [or not] is discussed. The theme of Belonging and Becoming emanated from a PhD study that employed visual methodology, specifically photography, to capture students in informal spaces on campus that were of significance to them. The data arose from interviews with student participants and a larger body of students who viewed the photographs as part of an exhibition on campus. The article draws on the concepts of mobility and spatiality, recognising the dynamic nature of campus spaces that are constantly in a state of being socially reproduced. The article recommends that higher education’s obligations extend beyond students’ academic advancement. Keywords: informal spaces, higher education, belonging, becoming, identity construction, agency

Between ethnonational and international curricula: competing identity discourses in the Armenian school in Jerusalem

The use of international curricula by minority diaspora communities poses a paradox for the construction of student identities that juxtaposes ethnonational and global discourses. Positioned in the throes of the Israeli–Palestinian conflict, the Armenian School in Jerusalem utilizes a global curriculum while also attempting to sustain collective Armenian identity among its students, who study four languages. This ethnographic case study of the Armenian School analyzes the impact of competing discourses on identity construction. Findings reveal a pervasive ethnonational discourse based upon key ethnosymbols which promotes a powerful sense of belonging to an imagined Armenian transnation. Simultaneously, the international curriculum champions English as a dominant language and prevents the anchoring of Armenian identity within local society. Global discourses associated with the international curriculum, coupled with a lack of attachment to a concrete homeland, tend to orient graduates away from the Jerusalem community and toward opportunities abroad.

A construção da identidade do aluno frente ao projeto lei de ideologia de gênero

RESUMO: O presente trabalho traz uma breve discussão acerca dos conceitos de ideologia, gênero e identidade a partir do debate a respeito da identidade do aluno frente ao projeto lei de ideologia de gênero. No decorrer do trabalho, tais conceitos foram correlacionados ao projeto lei de ideologia de gênero com a construção de identidade do aluno. Foram mobilizados autores, como: Althusser (1995), Arroyo (2004), Carvalho (2011), Foucault (1988), Hall (2005), Louro (2007), Souza e Silva (2018) e Silva (2017), além de algumas normas legais. Do ponto de vista metodológico, foram realizadas análises bibliográficas, para, a partir das leituras, trazer elementos para a presente discussão. Destaca-se que a escola deve possibilitar o desenvolvimento do pensamento crítico a partir da compreensão sobre as diferenças corporais e sexuais que culturalmente se constroem na sociedade, tendo papel fundamental na desmistificação dessas diferenças, além de ser um importante instrumento na construção de valores e atitudes, que permitam um olhar mais crítico e reflexivo sobre as identidades de gênero e sexual. Nesse sentido, este trabalho visa suscitar o debate e a reflexão sobre a ideologia de gênero na construção da identidade a partir da escola.
 PALAVRAS-CHAVE: ideologia de gênero; identidade; escola.

Identity work in entrepreneurship education: Activating, scripting and resisting the entrepreneurial self

Entrepreneurship education (EE) theory and practice show increasing interest in the concept of identity work as integral to entrepreneurial learning. EE offers various approaches to guiding students towards entrepreneurial identities, but critics note that these meet neoliberal manifestations of the entrepreneurial self, leaving little room for alternative identities to be cultivated in EE. Concerned with this critique, we aim to contribute to the EE literature through a detailed investigation of the identity work practices enacted in a case of EE, which explicitly seeks to facilitate the entrepreneurial identity construction of students. Through an in-depth analysis of teacher–student interactions, we identify three practices: setting new rules to activate the entrepreneurial self, playing by the rules by figuring the script and bending the rules protecting the self. Our analysis highlights the significance of resistance and notions of authenticity, which leads us to rethink the meaning and conditions of entrepreneurial identity work in EE.

Reflective Writing as a Window on Medical Students’ Professional Identity Development in a Longitudinal Integrated Clerkship

Phenomenon: Integral to the formation of a professional identity is the concept of professional identity construction, an essential part of becoming a competent physician. In this framework, identity is dynamic and shaped by experiences and relationships. Minimal work has addressed the impact that clinical care settings and relationships with patients have in the construction of professional identity for medical students. This study explores how patient interactions and intentional curriculum design support professional identity construction in students participating in a longitudinal integrated clerkship focused on care for the underserved. Approach: This qualitative analysis investigated students’ professional identity construction as detailed in 45 reflective essays from 15 students while enrolled in an 11-month longitudinal integrated clerkship (LIC) in a safety-net hospital system. Researchers used an inductive analytic approach. Findings: Students provided rich and complex descriptions of their experiences. Six themes emerged: care for the underserved; therapeutic alliance; humility and gratitude; altruism; resilience; and aspirations. Insights: Professional identity construction was observable through students’ reflective essays. Student interactions with patients provided rich material for professional identity construction, and role models in patient care enhanced this process. This study suggests that clinical learning in a safety-net hospital system, coupled with an LIC curriculum that prioritizes continuity with vulnerable patients, faculty role models, and ongoing reflection, supported the professional identity construction of students as patient-centered caregivers providing equitable care and advocacy for the underserved, described here as an Equity Identity.

Polymorphic Students

Objective: In an effort to break away from the stale classifications of community college students that stem from the hegemonic perspective of previous literature, this work utilizes the perceptions of community college practitioners to demonstrate new ways of understanding the identities of community college students. Method: By utilizing Gee’s identity theory and Grillo’s theory of intersectionality, we analyze interviews with community college practitioners from three different community colleges on the West coast of the United States to answer these questions: What identities (i.e., natural, institutional, and discursive) do faculty and administrators recognize in community college students? In what ways do community college faculty and administrators describe and conceptualize community college students? Findings: First, community college student identities are intricate and have changed with time; there are two different institutional views held by organizational members—the educational view and the managerial view—which both shape the construction of student identities and play a prominent role in determining which students are disadvantaged. Second, organizational members constructed meanings of student achievement and value (i.e., attributes or outcomes of the ideal student, or what policy makers and institutions refer to as success) according to organizational priorities and perspectives. Conclusion: This investigation encapsulates and elucidates the portrayals and understandings of community college students held by community college administrators and faculty as a means to acknowledge the diverse identities among these students. Scholars and practitioners are encouraged to acknowledge the polymorphic identities of this diverse population to improve scholarship and practice.

Uniforme escolar e os processos de construção das identidades estudantis: entre a obrigatoriedade e o símbolo de prestígio

O presente trabalho objetiva analisar as relacoes entre o uso do uniforme escolar e os processos de construcao das identidades estudantis. Tal analise decorre do acompanhamento e do relato de uma experiencia formativa na figura de oficina desenvolvida no Projeto Pibid (Programa Institucional de Bolsa de Iniciacao a Docencia), do curso de Licenciatura em Ciencias Sociais da Universidade Federal da Fronteira Sul, no ano de 2014. A oficina foi realizada na Escola Estadual de Ensino Medio Erico Verissimo, no municipio de Erechim, RS, e abordou as tematicas “Identidade e Acao Coletiva”, a partir de uma mobilizacao dos estudantes para o uso do uniforme escolar. DOI: http://dx.doi.org/10.35700/ca.2016.ano3n4.p84-91.1915

Uniforme escolar e os processos de construção das identidades estudantis: entre a obrigatoriedade e o símbolo de prestígio

This paper aims to analyze the relationship between the use of school uniforms and the processes of construction of student identities. This analysis stems from the monitoring and reporting of a formative experience in the figure of workshop developed in Project Pibid (Institutional Program for Initiation of Teaching Experience), of the Degree in Social Sciences at the Federal University of Southern Frontier, in 2014. The workshop was held at the State High School Erico Verissimo, in the municipality of Erechim, RS, and addressed the theme Identity and Collective Action, from a mobilization of students to use the school uniform.

Children of the market: performativity, neoliberal responsibilisation and the construction of student identities

This paper draws on interview data gathered from a broader study concerned with examining issues of social justice, cultural diversity and schooling. The focus is on five students in Years 5 and 6 who attend a primary school located on the edge of a class-privileged area in outer London. The children are all high achievers who are very invested in doing well in school and in life within the parameters of neoliberalism. The paper examines the ways in which neoliberal discourses of performativity and individual responsibilisation permeate the children’s talk in relation to their understandings of education and their future, and their worth and value as students. Such examination enriches the findings of important research in this area that draws attention to the ways in which neoliberal discourses have become naturalised and taken-for-granted in what counts as being a good student and a good citizen. The paper problematises the individualism, competitiveness and anxiety produced by these discourses and provides further warrant for supporting students to identify, challenge and think beyond them.

Shifting race and class in student construction of identities at a South African university

The changing social and economic condition in South Africa has resulted in the rising number of middle-class Africans. These changing class dynamics have also seen the changes in the higher education environment, ensuring the intake of more African students into university. Race and class continues to mark student identity construction which has implications for social cohesion. This paper discusses how class troubles an essentialist construction of student racialised identities. We argue that whilst there are shifts in student relations fuelled by the changing class dynamics in society, there are also continuities – and yet these continuities do not proliferate in homogenous ways. The paper discusses the construction of African student identities and the role that class plays in marginalising same-race relations within the higher education environment. Class is illuminated through the urban/rural divide, the role of language and through a discourse of taste. This paper focuses on the constructions of a select group of African students who come from working-class and middle-class backgrounds at a South African institution situated at the nexus of social transformation. The analysis draws attention to class, and the subversion of power relations and hegemonic practices through the mobilisation of agency in students’ talk and action. This paper is important in highlighting changing student relations fuelled by the changing class dynamics and their implications for social cohesion.

EVERYDAY TALK: The Construction of Student Identities

This brief article discusses the notion of Identity Construction through everyday talk among interlocutors. In particular, this article discusses how I construct and co-construct my identities as a graduate student as I communicate with others. The re-search data used in this article was analysed through the framework of expert-novice constitution, co-construction, and legitimate peripheral participation. The data show their relevance to the notions of expert-novice, co-construction, and legitimate peripheral participation where the interlocutors are actively negotiating their identities as they try to claim their right to speak.

Student identity construction in online teacher education: a narrative life history approach

This paper explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a non-traditional way – a fully online university degree course. The students within this course are all mature-aged. Most are female, and have already developed personal identities as partners, friends and mothers, as well as professional identities such as teacher aides. Adding the new identity of “student” to these already established roles has an impact on these participants’ actions, beliefs, experiences and hence on their identities. Further, the notion that they are now “pre-service teachers” forces students to consider their professional identity in new and sometimes uncomfortable ways. This paper explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the paper considers the implications of the experience of becoming a student and a teacher.

Getting stuff done: Comparing e-mail requests from students in higher education in Britain and Australia

A small corpus of student e-mail requests to academic staff in a British and an Australian university was collected in order to investigate the cross-cultural nature of Englishes in these requesting events. The notions of account and but-justification, together with the concepts of equity and equilibrium are used to explicate the distribution of various features associated with these requests. Results indicate that the British data orient to deferential dependence whereas the Australian data exhibit interdependent egalitarianism. Finally, the process of our analysis brings to light the fact that we ought to refine Heider's (1958) theory of obligation and this, we do. The overall claims of this paper are that the situated nature of student e-mail requests can have a great bearing on the discursive construction of student identities, that this has a bearing on how things get done, and that how things get done in different varieties of English merits further investigation.

The role of elementary classroom discourse in the initial construction of student identities

Despite considerable sociolinguistic research on correlates of social identity in secondary schools, the initial discursive construction of social categories remains underexplored. A discourse analysis of third-grade lessons suggests teachers discursively position some students as weaker than others by framing their participation as tentative or reluctant, and are less likely to acknowledge such students' summonses and called-out contributions. Ultimately, we argue, students whose academic identity development is thus not nurtured and who are denied access to the discursive power to advance ideas may instead seek empowerment through resistance, developing oppositional relationships toward school and forming another generation of 'burnouts.'

First-year law students’ construction of professional identity through writing

While there is a considerable body of research on law student identity construction based on interviews and transcripts of classroom talk, there is very little work based on student written texts. In this article two letters of advice written by beginning law students are analysed, using Ivanic and Camps’s (2001) framework, as an example of identity formation. Legal identity is argued to be formed by students’ attempts to accommodate a dynamic, partial, practitioner role of provider of advice to the traditional analytic focus of the law student. The process of accommodation is evident in the language of the letters, which show disfluencies resulting from attempts to combine different roles into a coherent legal identity. Comparison with a professionally written letter suggests that, rather than seeking to shape a coherent position, lawyers are able simultaneously to hold incompatible perspectives, concealing the tensions by foregrounding some perspectives and backgrounding others.

The cultural politics of identity: Student narratives from two Mexican secondary schools

This narrative study provides an analysis of the identity construction of students in two Mexican secondary schools within the structural, cultural, and informational resources that schools as institutions provide. A within-case analysis of the narratives of two students is explored in depth, emphasizing, in one case, issues of social class and, in the other, issues of gender. The analysis explores the lack of congruence between the resources educational institutions provide students and their daily struggles to construct personal and occupationalidentities.Characteristics specific to the Mexican context are provided, and the ways that Mexican students' dilemmas are at once different from and similar to the U.S. context are explored.