Self-identification Of Students Research Articles

“What do I stand for?” - A phenomenological account of an identity crisis in the climate classroom

This single-participant idiographic study examines the implications of a student’s identity crisis in the climate classroom through the lens of existential phenomenology. The study analyses the ontological sense-making process of a mixed-race, bisexual female student reckoning with the racial dimensions of climate change during an environmental course in a liberal arts college in the Netherlands. By delving into the ontological implications of the participant’s experience of the course, the analysis shows that environmental education can meaningfully impact the mind-body relationship and self-identification of students with marginalized identities. The findings challenge some of the assumptions of popular frameworks for understanding marginalization in environmental education, like intersectionality, and post-humanist perspectives. The authors conclude that attending to human sense-making in environmental education can benefit students with marginalized identities by grounding environmental education in practices that make space for these identities.

Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification

Preparation for university studies is key to enabling adult refugees and asylum seekers to reestablish their educational and professional careers in the host country. While refugees’ transition to higher education (HE) is embedded in multiple transitions regarding social position, educational career, and migration, related identities may compete. We investigate how this is manifested in stigma consciousness and precarious student self-identification and how these factors influence the transition to HE. We combine novel quantitative and qualitative data on refugee students in prestudy programs in Germany. The results show that stigma consciousness impedes student self-identification. Moreover, stigma consciousness moderates the effect of student self-identification on the likelihood of enrolling in university. Qualitative interviews show how refugee students use strategies to deal with the stigma that unfortunately reproduces stigmatizing attributions. We provide implications for further research, educational counseling, and prestudy programs for refugees as an integral part of adult education.

Specific features of student's self-identification in the comparative context of analysing socio-cultural characteristics of the society

Introduction. The article presents a comparative theorized review of the specific characteristics of students’ self-identification as main stakeholders of education, adapted to the conditions of mega-cultural challenges of social reality. Interest in the problem of student self-identity is determined by modern discussions about human identity, the specifics of its self-expression and existence in a rapidly and sometimes unpredictably changing social reality. The aim of the article is to identify the specific characteristics of the student's self-identification in the comparative context of analyzing socio-cultural characteristics of the society. Materials and Methods. The methodological basis of the study was sociocultural and systemic approaches. The authors used the principles of flexible rationality in building theorized constructs of the phenomenon of self-identity. The theory of ideal types (M. Veber) has the methodological value of the study, which makes it possible to navigate in the variety of manifestations of self-identification. The authors used the following research methods: a comparative historical method, deductive and chronological methods, generalization and analysis. Results. The authors have identified and analyzed specific features of students’ self-identification in the comparative context of the socio-cultural characteristics of modern society. It was revealed that students’ self-identification is influenced by a range of economic, geopolitical, digital and pandemic-related factors as well as communicative deviations, which can be subjective, objective, rational or irrational. In the course of this work the authors discovered that modern culture is perceived as a mosaic, rhizome, fragmentary-lipoid formation, in the semantic space of which the student is functioning (crisis of self-identification). The authors substantiate the idea that in philosophical discourse, the historical and cultural system of modern education contributes to the formation of an individual focused on observing rather than thinking. Thus, there is a strong need for rethinking the basic universals of professional education system, including self-identity construct (professional development, worldview, values, meanings, goals and aspirations). The authors highlight the essential problems of the phenomenon of self-identity as a complex self-evolving system and outline the patterns of organization of a student's meaningful life orientations in the space-time continuum of history and professional culture. Conclusions. The authors conclude about specific characteristics of students’ self-identification in the comparative context of analyzing socio-cultural characteristics of the society. The main content of student's self-identity is summarized with an emphasis on the harmony of interaction of the components of self-consciousness in certain cultural and historical situations, i.e. on the formation of the ability to solve professional problems with the correlation of one's own image of "I" with the fundamental moral values of the era, country and personal choice.

Development of Students’ Positive Ethnic Identity and Culture of Interethnic Communication in Foreign Language Lessons

The article highlights the theoretical issues of the categories of ethnic identity, interethnic communication. The authors consider the issues of theoretical prerequisites for the study of the students’ ethnic identity in domestic and foreign science. The indicators and properties of ethnic identity are considered in detail. Particular attention is paid to the issues of mutual influence and interdependence of a student's positive ethnic identity and the culture of his interethnic communication. The authors substantiate the thesis about the role of the discipline «Foreign language» in the development of students’ ethnic identity and in improving the culture of interethnic communication. The article proposes various methods, forms and techniques of work on the development of students' ethnic identity. This research widely presents the methodological tools of teachers - foreign language teachers: problem-based learning methods, students’ research activities, work with audio, video, etc. An important role in the development of ethnic identity and interethnic communication belongs to work with small genres of oral folk art, and with translations of famous works into English. The results of the study of students’ ethnic self-identification, the change in the students’ attitude towards representatives of other ethnic groups are presented as a result of purposeful activity in this aspect. Positive self-identification of students is considered as a prerequisite and guarantee of positive interethnic communication.

Intercultural dialogue as an instrument of national self-identification approval (based on the example of the activities of the Kyiv Municipal Academy of Circus and Performing Arts

The article summarizes the experience of the educational institution of the Kyiv Municipal Academy of Circus and Performing Arts (KMACPA) in a context of intercultural dialogue in the education and training of specialists in the sphere of performing and circus arts of Ukraine in conditions of Russian military aggression 2022. Based on scientific research of the theoretical and historical activity of Kyiv Municipal Academy of Circus and Performing Arts, modern scientists in the field of studying the phenomenon of dialogue as a meaning of personality formation and intercultural dialogue in the national self-identification of students as future ideological specialists-culturalists. The authors show the ways of real cooperation of the Kyiv Municipal Academy of Circus and Performing Arts with the leading art and cultural institutions among Europe and the world in organizing a joint intercultural educational process and holding art performances on the territory of European countries, as an example of intercultural dialogue of different national communities. The conducted scientific research and practical generalization of the experience of the Kyiv Municipal Academy of Circus and Performing Arts in the context of intercultural dialogue in the professional training of a modern specialist in the sphere of performing entertainment showed its relevance, importance and effectiveness as an instrument of communication with leading world artists, cultural and educational institutions from all over the world. As a result of establishing branches in different countries the Kyiv Municipal Academy of Circus and Performing Arts provided a big support and the opportunity to carry out the educational process for its students and employees at the time of the start of military aggression against Ukraine. In return students with their supervisors gave powerful feedback with concerts, shows, presentations and performing activities that not only popularized the Academy in a positive way but also Ukraine in general.

Роль преподавания истории в формировании национальной идентичности в США

The article is devoted to the structural and functional analysis of the role of school history education in the process of national self-identification of citizens in the United States. To achieve this goal, specific research tasks were performed in the article. First, the structural elements (subject, goal, object, means) of the educational process aimed at the reproduction of national identity in the United States through historical discipline are identified. Secondly, the American compulsory education system K-12 is briefly described, which acts as a subject in the process of constructing unified historical knowledge, as well as national identity among students. Thirdly, the place and content of national history as a school discipline in the K-12 system (in primary and secondary schools) among other compulsory disciplines of “social studies” (Social Studies) is determined. Fourthly, a model of three-level national self-identification of students has been formed, where the teaching of history plays a key role. The process of identification is considered here as one of the social functions of school history education. Fifth, the current trends and problems associated with the criticism of the nationally oriented history teaching curriculum and the emergence of new revisionist historical perspectives in American schools, aimed at viewing the past through the prism of historical injustice, are outlined.

Professional discourse of the specialty "Information, library and archival affairs"

The urgency of the study is due to the contradiction that arises due to the lack of "information profession", necessary for professional self-identification of students studying in educational and professional programs (ЕPP), which can be conditionally attributed to the "information" component of "Information, Library and Archival Affairs" and undeveloped professionalism of this component of the Information, library and archival affairs specialty (ILAA). It is emphasized that in the educational process of higher education the goal of professionalism is to create a mechanism of conscious professional motivation of future professionals to professional growth, forming an active position in the acquisition of professional competencies, awareness of public recognition and importance of the chosen profession. The article outlines the state of professional research of the components of the specialty "Information, library and archival affairs". The importance of presenting the profession of information business as a discipline in the curriculum of specialist training is emphasized, which is due to the need to develop competencies and professional self-identification, the basis for which is the professional knowledge of future specialists. It is emphasized that the variety of directions and forms of interaction of the information specialist with the surrounding social information space and the tasks he solves complicates the development of a generalized concept of information profession and translation of its achievements into the training process. One of the pedagogically expedient ways of introducing "information profession" as a discipline in the process of training specialists at the current stage of development of scientific approaches to the profession of information science, proposed semantic differentiation and classification of information professions in a variety of specializations. With this approach, it is appropriate to develop the discipline "Professiology" for specific educational programs, which are positioned in the component "information business" specialty ILAA.

Increasing Underrepresented Minority Students in Medical School: a Single-Institution Experience.

Underrepresented minority student recruitment initiatives from medical school admissions and diversity offices can bring equity for those learners underrepresented in medicine. Measuring growth of the applicant pool helps determine the impact of such initiatives in helping diversify the healthcare workforce. The authors evaluated underrepresented minority applicant pool growth at the Brody School of Medicine to determine whether predominantly White institutions or historically Black colleges and universities have accounted for the most growth in minority applicants in recent years. Outreach outcomes across the state were obtained by comparing applicant and matriculant demographics. Data on all applicants and matriculants were retrieved from the school's institutional records and classified according to student self-identification as underrepresented minority. Using Chi-square tests, authors aimed to determine whether the proportion of minority students increased among applicants and matriculants since 2016, the year of restructuring outreach. In further analysis, the number of graduates from historically Black colleges and universities as compared to minority graduates from predominantly White schools was evaluated. The authors identified 7,848 applicants and 654 matriculants over the evaluation period. The proportion of learners identifying as underrepresented minority increased from 17% before 2016 (622/3,672) to 20% after 2016 (835/4,176; p = 0.001). The proportion of applicants who did not graduate from a historically Black college or university increased slightly after 2016 (89% of underrepresented minority applicants before 2016 vs. 92% of underrepresented minority applicants after 2016), but this increase was not statistically significant (p = 0.097). Applicant growth has been more significant for underrepresented minority applicants from predominantly White institutions. Graduates of targeted historically Black colleges and universities who applied to Brody School of Medicine were better prepared, resulting in increased chances of admission.

Does It Matter If I Call It a CURE? Identity Development in Online Entrepreneurship Coursework

Course-based undergraduate research experiences (CUREs) have historically been associated with STEM, but are expanding into other fields. CUREs may benefit undergraduate business majors, but some students do not perceive “doing research” as part of business. The authors ask whether a business CURE can lead students to begin self-identifying as researchers. Particular attention is paid to explicitness: Do students report different self-identification outcomes if they are explicitly told they are doing research? Survey data are collected from a required entrepreneurship course in which an instructor explicitly talks about her research career and authentically characterizes normal course activities as “scientific research” in some course sections but not in others. Pre- and post-course surveys show statistically significant growth in student self-identification as researchers only in the “explicit CURE” sections.

National self-identification of students of the Faculty of Orthodox Theology at the University of Warsaw (late 1920s-1930s)

Abstract In the article, the data about national structure of students of Faculty of Orthodox Theology of the University of Warsaw in the late1920s-1930s is analyzed. The features of national self-identification of different groups of students are designated. Conclusions are made about the reasons for the disproportionate representation among future theologians of persons self-identifying as Russian and Orthodox Poles.

ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ ИДЕНТИЧНОСТИ НА ЗАНЯТИЯХ ПО ИНОСТРАННОМУ ЯЗЫКУ: ОПРОС СТУДЕНТОВ МЕДИЦИНСКОГО ВУЗА

The article deals with the peculiarities of the development and assessment of medical university students’ professional identity in a foreign language classroom. The main purpose of the study is to determine whether medical students are aware of the possibilities of their professional self-realization, what are their plans and motives regarding further career, as well as to identify possible ways to improve and develop their professional identity and positive professional image. It is successfully carried out while studying the future profession and its characteristic features through the comparative analysis of the Russian and foreign educational systems, medical professional activities in different countries of the world. The expediency of a wider use of active learning technologies in the educational process of a modern medical university in order to intensify self-determination and self-identification of students is shown. The results of a survey of medical university students are presented. It is revealed that future doctors come to the profession quite consciously, but at the same time they are practice-oriented and narrowly focused. It is concluded that there is a need to expand students’ ideas about the prospects and opportunities of their future profession, while a foreign language class can serve as a good platform for the development of a positive professional “Self-image”. It is shown that professional identity development in a foreign language class can be focused on several aspects: direct — working with professionally oriented foreign language skills as a component of a positive “I-image” of a specialist and indirect — having an impact through the studied content, formation of an attitude towards the chosen profession.

ИССЛЕДОВАНИЕ ВЛИЯНИЯ НА ПРОФЕССИОНАЛЬНУЮ САМОИДЕНТИФИКАЦИЮ СТУДЕНТОВ ИХ УЧАСТИЯ В РАБОТЕ МЕДИЦИНСКИХ ОРГАНИЗАЦИЙ, ОКАЗЫВАЮЩИХ ПОМОЩЬ ПАЦИЕНТАМ С COVID-19

Objectives. To study the impact of participation in the work of medical institutions providing assistance to patients with COVID-19 on the professional self-identification of students. Material and methods. The study was carried out on the basis of the educational institution «VSMU». Inclusion group: medical students of the 4th-6th years who took part in the work of medical teams providing assistance to patients during the period of an epidemic rise in the incidence of respiratory infections, including SARS-CoV-2 coronavirus one. The survey was conducted in the form of an anonymous questionnaire. To segment the respondents according to certain criteria, depending on their answers, the «decision tree» method was used. Results. In the course of the study, it has been found that 1.8 times more often the question «To what extent did you manage to combine your work and studies?» the answer «everything turned out well» was given by the students who indicated that they had a curator who helped them to cope with their professional adaptation difficulties. The higher the self-esteem of the personal level of knowledge and skills was, the more often students chose the answer that they were definitely not going to leave medicine and change their profession. Conclusions. Based on the survey data, one of the most significant factors influencing the adaptation and development of practical skills is the high-quality work of university teaching staff and a physician-curator. An important role in professional adaptability is played by the solution of psychoemotional problems of working students through the establishment of their close interaction with the social, pedagogical and psychological service of the university, professional training centers.

МАЛАЯ АКАДЕМИЯ ЛИНГВИСТИКИ И МЕЖДУНАРОДНОЙ КОММУНИКАЦИИ КАК РЕСУРС ПЕДАГОГИЧЕСКОГО СОПРОВОЖДЕНИЯ ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ СТАРШЕКЛАССНИКОВ

Educational-and-professional self-identification of high school students is important in the social situation of their development. This process results in the conscious choice of the educational-and-professional direction and one's professional education in the future. Despite the availability of a considerable experience within practices in the activity of educational organizations, the occupational guidance work is not always effective. Therefore, new organizational approaches based on the idea of continuous pedagogical support of personality professional selfdetermination are needed. Pedagogical support for high school students is aimed to provide assistance in choosing a field of future professional activity, as well as developing competences required for their successful self-identification. The article describes the technology of pedagogical support for high school students’ professional self-identification implemented in Junior Academy of the SUSU Institute of Linguistics and International Communications (ILIC). Literature review and the analysis of pedagogical experience were used to define the methods and forms of pedagogical support. A questionnaire and statistical data analysis methods were used to define the effectives of Junior Academy activity. It was concluded that pedagogical support of professional self-identification of students implies the creation of an occupational guidance space as a system of opportunities for students' independent and free choosing their professional activity for the purpose of self-development and self-fulfillment. Actualization of a person's professional self-identification is invoked by educational events. The stages, methods and forms of pedagogical support of professional self-determination of students are determined. The survey data and statistics made it possible to outline the ways to improve the work of Junior Academy.

Студент(к)и-політологи України і Молдови: політико-ідеологічні самоідентифікації

The article is devoted to the identification of political and ideological self-identification of students of political science communities of Ukraine (Lviv, Kharkiv, Simferopol) and Moldova (Chisinau) in the period 2012–2013. This work is part of a larger study that captures the state of Ukrainian political science in 2012-2013 and provides a better understanding of the political, social, ethnic, economic, gender and disciplinary views of students on the eve of the Revolution of Dignity. The empirical basis of this article is a survey of bachelors, specialists and masters at the Ivan Franko National University of Lviv, the V. N. Karazin Kharkiv National University, the V. Vernadsky Tavriya National University and the State University of Moldova. In total, more than 350 people were surveyed.The answers of the respondents allowed revealing several tendencies related to the prevalence of certain ideologies in different student communities, the presence of a gender dimension of political and ideological self-identification of students of Ukraine and Moldova, etc. One of the most symptomatic trends is the prevalence of nationalist ideas, especially among first-year students. As an explanation, it was suggested that the demand for national-democratic and nationalist ideologies among students is a protest reaction of the new generation to (geo)political and other challenges. Generally, despite the expectations, the ideological preferences of the Ukrainian and Moldovan students do not reflect the sympathies of the population of Ukraine and Moldova as a whole or their respective regions.The final part of the article reveals the connection and internal coherence of the ideological orientations of students based on foreign policy issues. As a result, it was concluded that political science students in Ukraine (and Moldova) demonstrate what can be called the logic of a border state. Its essence encapsulates the mode of interaction as the most rational, which helps avoid direct pressure. It envisages cooperation at the level of configurations of states and/or international organizations capable of resisting the pressure of individual actors, no matter how powerful they might be.

К вопросу арктической идентичности студентов университетов Арктики

The paper discusses the features of self-identification of students of three universities in relation to the Arctic. The purpose of this study is to identify students' Arctic identity, to define the concept of the Arctic in the world. The comparative results of a questionnaire survey of students of the North-Eastern Federal University (Yakutsk), Northern (Arctic) Federal University (Arkhangelsk) and the Murmansk Arctic State University (Murmansk) conducted in 2017-2019 are analyzed. Arctic identity is considered as a social phenomenon. Preliminary results of the study show that the Arctic identity of university students in the Arctic is not formed, or partially formed. Students identify as northerners rather than residents of arctic territories. The Arctic is identified with the north by half of the respondents; the answer options chosen by the students of NEFU differed from the choice of students at MASU and NArFU. The survey results can be used to create conditions for the formation of the territorial identity of the youth of the Arctic.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ СТАНОВЛЕННЯ ПРОФЕСІЙНОЇ САМОІДЕНТИЧНОСТІ МАЙБУТНЬОГО ПСИХОЛОГА

Статтю присвячено теоретико-емпіричному вивченню проблеми становлення професійної самоідентичності майбутніх психологів. Акцентується увага на необхідності врахування особливостей її структурних складових у професійній підготовці студентів-психологів. Теоретично обґрунтовано поняття «професійна ідентичність», «професійна ідентифікація», «професійна самоідентичність» і «професійна самоідентифікація». Професійна ідентичність розглядається як одне з важливих новоутворень особистості юнацького віку. Зазначається взаємозв’язок становлення професійної ідентичності з процесом фахового самовизначення. Встановлюється залежність ефективної самореалізації психолога в майбутньому від сформованості його професійної самоідентичності. Доводиться, що процеси когнітивного й індивідуального розвитку психологів в сукупності створюють основу для формування їхньої професійної ідентичності у процесі оволодіння фаховими компетентностями. Розглядається професійна ідентичність як динамічна структура, що розвивається і змінюється протягом всього життя людини. Професійна ідентичність визначається такими компонентами як екзистенційні, рольові та персональні самокатегоризації, що передбачає функціональне та екзистенційне споріднення людини і професії. Виокремлюються фактори, що здійснюють вплив на становлення професійної ідентичності майбутніх психологів. Аналізуються моделі професійної самоідентичності майбутніх фахових психологів. Акцентується увага на тому, що особистість майбутнього фахівця є однією із визначальних складових моделі успішного становлення його професійної самоідентичності. Визначається рівень усвідомленості студентами-психологами вибору своєї професії в процесі становлення їх професійної самоідентичності. Визначаються показники здатності досліджуваних студентів до самоідентичності. Виокремлюються чинники, що обумовлюють ефективність професійної самоідентичності студентів. Аналізується вплив психолого-педагогічних чинників на становлення самоідентичності досліджуваних.

Features of multicultural competence of young people with different types of ethnic identity

The article analyzes the multicultural competence of an individual based on his ethnic socialization. The authors note that multicultural competence determines the life orientation of an individual, the ability to orientate in various spheres of life, and determines the quality of personal relationships in a multicultural society and also presupposes the formation of a personality capable of high-quality, effective life activity in a multicultural society, motivated to understand, differentiate and take into account the differences of ethnic groups. In the course of the empirical research, the ethnic composition of the respondents’ families, self-identification of students with ethnic groups, the attitude of respondents to their ethnic groups / affiliations, the type of ethnic identity, its dominant components and multicultural competence of the individual were investigated. The study revealed significant differences in the parameters of ethnic identity and multicultural competence of mono-ethnic, bi-ethnic, zero, marginal groups, and their specificity and features were described.

Проблемы гуманитарного образования в информационном обществе риска

The article deals with the problems of modern liberal education in the developing information society. Attention is focused on issues of political self-identification of students, the formation of legal consciousness and the causation of risky situations due to the dominance of technological processes in social self-determination.

Impact of training and student self-identification on frequency, constructiveness, and professionalism of pharmacy student evaluations of teaching

IntroductionThe purpose of this study was to simultaneously assess impact of enhanced training and anonymity on frequency, constructiveness, and professionalism of open-ended comments provided on course and instructor evaluations. MethodsIn a 2 × 2 factorial study, didactic students at one doctor of pharmacy program were randomized to receive enhanced training in providing constructive feedback on student evaluations of teaching or an unrelated control activity at the beginning of the academic year, and to provide or not provide an electronic signature at the time of evaluation completion for two consecutive semesters. After ensuring intercoder reliability and agreement among all investigators, one external investigator coded all open-ended comments based on the following factors: comment provided/comment not provided, constructive/less than constructive, professional/unprofessional, training/no training, and signed/unsigned. ResultsOf 836 opportunities to respond to open-ended items, 646 (77.3%) written comments were provided, which was similar by training (76.6% vs. 78.0%, p = 0.631) and signature (76.1% vs. 78.5%, p = 0.401) status. Of the 646 comments, 85.1% (n = 550) were constructive and 98.0% (n = 633) were professional. Students in the untrained/signed group were associated with decreased constructiveness (78.3%, OR 0.43, 95% CI 0.25–0.76, p = 0.003); overall, training was associated with increased constructiveness (88.3%, OR 1.70, 95% CI 1.09–2.65, p = 0.019). No factors were negatively or positively associated with professionalism when accounting for covariates. DiscussionMost students provided comments on course and instructor evaluations; most were constructive and professional. ConclusionStudy group assignment did not substantially impact comment frequency or professionalism. Assignment to enhanced training, regardless of signature status, significantly increased constructiveness.

BOOK CLUBS: BUILDING A LEARNING COMMUNITY AND IMPROVING LITERACY FOR UNDER-PERFORMING STUDENTS

Although literature has extensively documented the stereotypes of developing learning communities in schools through book clubs - especially to improve literacy - little is revealed about varied indicators of improvements, such as student selfidentification, authentic dialogues, and transforming small groups into learning communities. This paper presents research findings that seek to explore the effect of book clubs on improving literacy and building a learning community among seventh-grade, under-performing students in Canada. This paper is contextualized through a thorough review of related literature and discussion of findings from classroom observations, and students’ interviews. This paper indicates a positive, causal relationship between using a book club as a learning tool and building a learning community, to improving literacy.