Theories Of Identity Formation Research Articles

The reminiscence bump and the self: evidence from five studies on positive and negative memories

ABSTRACT A plethora of studies have shown that people persistently remember public and personal events experienced during adolescence and early adulthood, particularly with a positive valence. In five studies, we investigate the reminiscence bump (RB) for positive and negative memories of public events (Studies 1 and 2), private events (Study 3), music-related events (Study 4), and cross-cultural memory differences (i.e., China and US) (Study 5). Participants retrieved either one positive or one negative memory, indicated their Age of Encoding, and provided secondary measures, i.e., memory vividness and rehearsal (Studies 1 and 3) and emotional intensity (Studies 2 and 4). About 10,000 memories were collected and positive memories appeared generally older than negative recollections, but the RB emerged for both positive and negative memories. Furthermore, the peak was earlier for positive memories of public events (<15 years old) than for negative memories (20–40 years), while no differences were found for private events or music-related experiences (15–25 years). Chinese had their RB later than US respondents. Finally, autobiographical recollections have moderate to low associations with secondary measures of phenomenological features of memory. These findings are consistent with the identity-formation theory, providing additional and important information on the development of the Self.

Towards mutual recognition: Ricoeur against Kojève

In this article, we examine two philosophical theories of recognition: those of Paul Ricoeur and Alexandre Kojève. We trace this line of development in the theory of recognition as a return from Ricoeur to Kojève. Our hypothesis is that over the past twenty years, the theory of recognition has undergone a change in content and has transformed into a theory of misrecognition. In turn, the theory of misrecognition is grounded in the struggle between subjects and brings us back to the discourse of the struggle between the Slave and the Master. This transformation from struggle to reciprocity and vice versa, we argue, suggests that a theory of identity formation as a process of resistance to assujettissement is in demand at this moment in history. In the 2010s, as the theory of misrecognition took shape primarily in the English‑speaking world, the constitution of the subject began to be understood once again as the outcome of struggles within feminist, Marxist, and other emancipatory theories. We examine both Ricoeur’s arguments against Kojève, Althusser, and the theory of misrecognition in general, as well as the «return» of Kojève’s arguments in the contemporary theory of misrecognition.

Toward an Integrative Theory of Identity Formation; Three Components of the Religious Identity Formation Process

Toward an Integrative Theory of Identity Formation; Three Components of the Religious Identity Formation Process

Crafting Identity out of Uncertainty: Narratives of Israeli Adults Adopted as Infants

The present qualitative study examined the identity of 24 adults adopted as infants in Israel in closed adoptions who searched for their biological families. Previous research has shown that adoption-related uncertainty (ARU) may be characteristic of adoptees. Based on Erikson’s (1968) theory of identity formation and the concept of narrative identity (McAdams, 2011), we investigated how ARU relates to participants’ sense of identity. Based on the risk and resilience approach (Garmezy, 1991), we conceptualized ARU as a risk factor for identity formation and identified protective factors in the personal and social domains. Results showed that all participants experienced ARU regarding some major identity components. The analysis revealed two basic styles of coping with ARU: Limiting, in which adoption issues are avoided, and Expanding, in which they are dealt with more openly. We discussed the study’s limitations and implications for future research and practice.

Theological Reflection in Adolescent Faith Formation

Abstract Christians are increasingly choosing to leave the church during the period of young adulthood. This trend suggests that there are shortcomings in our practices of religious education and faith formation. Here I propose that the practice of theological reflection is a method that can be employed to address some of these shortcomings. The article connects trends of religious disaffiliation with psychological theories of identity formation and self-determination that shed light on the internal changes leading young people away from religion. Theological reflection, the process of examining one’s experience through the lens of religious teachings, is a common practice in the formation of Church ministers and has potential to also benefit the faith formation of adolescents. With consideration of the psychological patterns related to disaffiliation, I demonstrate ways that theological reflection can foster a Christian identity in students that has an enduring impact on the lives of adolescents and young adults.

How does multisource feedback influence residency training? A qualitative case study.

IntroductionMultisource feedback (MSF), also called 360‐degree assessment, is one form of assessment used in postgraduate training. However, there is an ongoing discussion on its value, because the factors that influence the impact of MSF and the main impact of MSF are not fully understood. In this study, we investigated both the influencing factors and the impact of MSF on residency training.MethodsWe conducted a qualitative case study within the boundaries of the residency training for paediatricians and paediatric surgeons at a University Hospital. We collected data from seven focus group interviews with stakeholders of MSF (residents, raters and supervisors). By performing a reflexive thematic analysis, we extracted the influencing factors and the impact of MSF.ResultsWe found seven influencing factors: MSF is facilitated by the announcement of a clear goal of MSF, the training of raters on the MSF instrument, a longitudinal approach of observation, timing not too early and not too late during the rotation, narrative comments as part of the ratings, the residents' self‐assessment and a supervisor from the same department. We found three themes on the impact of MSF: MSF supports the professional development of residents, enhances interprofessional teamwork and increases the raters' commitment to the training of residents.ConclusionThis study illuminates the influencing factors and impact of MSF on residency training. We offer novel recommendations on the continuity of observation, the timing during rotations and the role of the supervisor. Moreover, by discussing our results through the lens of identity formation theory, this work advances our conceptual understanding of MSF. We propose identity formation theory as a framework for future research on MSF to leverage the potential of MSF in residency training.

The Impact of Colonial Policies on the Waata People of Kilifi County, Kenya, 1895-1963

The Waata community is among the indigenous Kenyan communities whose social, political, and economic organization has not been adequately studied. The objective of the study was to examine the impact of colonial policies on the history of the Waata people of Kilifi County in the period 1895-1963. The study was guided by the cultural interaction and identity formation theory. The study was conducted using the descriptive research design which offered a chronology of events as they unfolded over time. A qualitative approach was significant because it allowed an in-depth collection of data to ascertain the attitudes, feelings, and opinions concerning the theme under study. The study site was Kilifi County. The study targeted both males and females above 18 years within Kilifi County who were knowledgeable about the existence of the Waata people. Purposive and snowballing sampling techniques were used to select the sample for the study. One hundred and twenty-two participants were interviewed. The study used both primary and secondary data. Primary data was derived from the one-on-one interaction with participants using interview schedules and Key Informant Interviews, oral interviews, and focus group discussions. Question guides and questionnaires with open-ended responses were also used. Secondary data was obtained from critical analysis of books, articles, papers, thesis, and dissertations. Additionally, archival sources, particularly colonial documents, annual reports, correspondents, letters, diaries, and political record books related to the area under study were consulted. The findings of the study revealed that colonial policies impacted significantly on the history of the Waata forcing them to adapt to different lifestyles in order to survive cultural extinction. This adaptation was informed by the colonial labelling of traditional hunting communities like the Waata as poachers and the progressive government efforts to stop them from their traditional source of livelihood as well as their eviction from their indigenous habitats and creation of National Parks.

Diversity, Identity, Oppression: The Construction of “Blackness” in Dear White People

Abstract In the series Dear White People (DWP), students at the fictional University of Winchester struggle for racial justice. We analyze how the series treats “race” and racism and how this relates to contemporary debates in the United States. While the series presents an imaginary environment, we recognize strong similarities to actual student life and students grappling with various experiences of oppression including sexual violence. We draw on theories of identity formation (Margalit and Raz; Vondermaßen; Young) and intersectionality (Crenshaw; Collins) to uncover how the series portrays and complicates “Blackness” as an identity-forming experience and as an experience shaped by converging forms of structural discrimination. While we highlight the merit of combining two theoretical approaches (one of identity formation and one of oppression), we note that especially intersectionality helped uncover a major blind spot of the series. Although Black women are at the center of the series and the struggle for racial equality at Winchester, their particular experiences of violence are marginalized in seasons 1–3. This tendency to overlook the experiences of Black women reflects the larger debate around race, racism, and movements for social justice.

Social Media and Identity Formation: Content Analysis of Movie “Eighth Grade”

Movie is regarded as a visual medium that offers a comprehensive presentation of a phenomenon in a defined time. This study employed a qualitative method to provide an interpretive paradigm on the movie titled “Eighth Grade” (directed by Bo Burnham, 2018). It aims to understand the massive role of the use of social media in shaping the identity of young people. The content analysis of movie “Eighth Grade” was carried out by considering abstraction, explication, and structuring. To understand this phenomenon, this study employed Luyckx's perspective on identity formation theory and the social identity model of deindividuation effect. The results of the research showed that the movie "Eighth Grade" vividly described the process of identity formation in a sequential and comprehensive manner, as well as showcased the occurrence of deindividuation processes in social media activities. It Is suggested that to construct a healthy identity, digital activities should complement offline activities, not replace them.

Exploring the professional identity and agency of student teachers in multilingual classrooms

ABSTRACT While there is now a considerable body of work on teacher identity in the area of language education, much less attention has been given to the question of the extent to which student teachers are enabled to construct identities that are consonant with the opportunities and challenges of current multilingual classrooms. Drawing on a recent large-scale research and development project, this article explores how the student teachers in our study: understood their responsibilities towards pupils for whom English is an Additional Language; perceived their development needs, preparedness and confidence to support EAL pupils; the constraints they encountered; and the opportunities that they utilized to be and act responsively within multilingual classrooms. Findings are contextualized within the policy framework concerning language and the variegated landscape of Initial Teacher Education (ITE) in England; and framed against apposite perspectives on identity and agency, with a central place being given to socio-cultural theories of identity formation which focus on discourse and practice. Building on the findings, the Discussion points up some of the elements that need to be in place if student teachers are to develop a professional identity that is truly inclusive and responsive to linguistic and cultural difference.

Мобилизационная повестка поколений в зеркале системы «IQBuzz» (опыт анализа протестов в сибирских городах)

The aim of this work is to study changes in the mobilization agenda (printed and audiovisual statements by leaders and participants of political communities aimed at establishing control over significant resources) in the context of generational change. The research design was set by theoretical constructs formulated within the tradition of identifying and describing the dynamics of generations (K. Mannheim, W. Strauss, N. Hove, V. Radaev), a complex of the theory of identity formation through interactive ritual interaction (R. Collins, N. Rozov) and the theory of mobilization by Ch. Tilly. The focus of attention is the hypothesis of V. Radaev about the intergenerational «rift», the absence of common political themes between the representatives of the Soviet and Russian generations. Using the capabilities of cybermetric methods provided by the IQBuzz automated message analysis system, the author identifies message complexes that determine the mobilization agenda in January 2021 in Siberian cities. Comparison of the obtained data with real behavior and comparison of significant publications with each other by methods of similarity and difference allow us to draw a conclusion about the peculiarities of the manifestation of political activity of millennials. The results show that, as such, there is no intergenerational rift, despite all the dissimilarity, the Soviet and Russian generations have a number of common politicized topics (social justice, national identity). The main symbolic conflict takes place between the «power» communities, those who have received certain competitive collective advantages within the framework of the policy declared by the state (political agenda), and those who do not have them («non-systemic opposition»). The line of conflict runs rather between representatives of the same generation, peers, some of whom are included in the official political system and those that act independently in the political field. The results obtained show the prospects of continuing the work and are quite organically combined with the existing theoretical traditions of the study of generations: the classical archetypes of «prophets», «nomads» and «heroes» and Soviet studies of the «sixties» - «seventies».

Narratives of Change: Identity and Recognition Dynamics in the Process of Moving Away From a Life Dominated by Drug Use

The concepts of identity and recovery capital are recognized as being an embedded part of moving away from a life dominated by drug use. However, the link between these two concepts and the effect of broader social structures, and the normative assumptions underpinning the condition of recovery, is less explored. This article focuses on the social practices of everyday life in the foreground of identity formation, meaning that “who I am” is an inseparable part of “what I do.” A narrative approach was employed to analyze qualitative follow-up data extracted from 48 in-depth interviews with 17 males and females with drug-using experience that were conducted posttreatment on three separate occasions over a period of 2.5 years. Theories of identity formation were employed to analyze the interdependent dynamic between social structure, persona and social resources, and way of life and identity. The analyses identified four narratives related to how people present themselves through the process of changing practices. Following the work of Honneth, we argue that the positive identity formation revealed in these narratives is best understood as a struggle for recognition via the principle of achievement. However, the participants’ self-narratives reflected cultural stories—specified as formula stories—of “normality,” “addiction,” and the “addict,” which work into the concepts of self and confine options of storying experiences during the recovery process. This study demonstrate that the process of recovery is culturally embedded and constitutes a process of adaption to conventional social positions and roles. We suggest challenging dominant discourses related to “addiction as a disease” and “normality” in order to prevent stigma related to drug use and recovery. In so doing, it may contribute to broaden conditions for identity (trans)formation for people in recovery.

From a Pictogram to a Symbol: Working with a Transgender Patient in an NHS Gender Clinic Using Piera Aulagnier's Theory of Identity Formation

This article presents clinical work with a transgender patient who was attending a regional NHS gender clinic in England. It aims to link aspects of the patient's identity formation with the theoretical framework offered by the French psychiatrist and psychoanalyst Piera Aulagnier. Emphasizing the complexity of (gender) identity and its process of development, the concept of the ‘birth of the body’ is used to situate the development of gender identity as a process of the creation of an individual narrative, with the experience of embodiment based on unconscious fantasy as specifically troubling for transgender individuals. This struggle may be seen in the clinical material presented. Recommendations are made for working with transgender clients who suffer from a disturbance in creating and navigating relationships. By using the concept of the ‘word‐bearer’, an exploration may be opened up of the unconscious dynamics between the clinic as an object that offers understanding, and the service user who is seeking meaning and a remedy for subjective suffering.

“Hey, by the Way, I’m Transgender”: Transgender Disclosures as Coming Out Stories in Social Contexts among Trans Men

Connecting theories of identity formation and coming out with impression management, this research highlights that transgender disclosures are not static. Rather, disclosures are continuously mediated by various contextual concerns, ranging from accurate gender recognition, discrimination and stigmatization, the cultivation of emotional and physical intimacy, alerting people of the bodily changes, and understandings of how bodies will be perceived. Through 20 interviews with trans men, I found that they manage their trans identity through two tactics: symbolic disclosure and disclosure avoidance. Disclosure patterns reveal a twin force shaping disclosures: Trans men want gender recognition and/or to strengthen relationships while simultaneously avoiding potential violence, discrimination, and stigmatization. This research contributes to sociological scholarship on identities and disclosure more broadly by elucidating some ways trans men strategically negotiate disclosures based on a variety of concerns.

Exploring Other-Than-Human Identity: Religious Experiences in the Life-Story of a Machinekin

The term Machinekin denotes a sub-group of a larger Internet subculture known as Otherkin: while recognizing they have a human body and mind, these people nevertheless identify as being other-than-human. Machinekin therefore identify as a machine of some sort. In attempting to study this subculture, qualitative psychological research methods are used, combined with digital ethnography. Postmodern theories of identity formation, such as narrative identity, and especially McAdams’s seven features of the life-story, are implemented in order to interpret how Neve, a Machinekin, came to understand his non-human identity, as well as the role religion has played in his identity configuration. Additionally, the function of religion as it applies to finding meaning in conflicting circumstances is also considered. Neve’s experiences can be seen as an example of how religion and identity are interrelated, with the story showing what key events led Neve to look to religion for answers to difficult questions that arose in his early years. The interpretation of these events eventually led to an understanding of Neve’s lived experiences, and to a sense of purpose for his life. It also demonstrates how Machinekin challenge attitudes surrounding identity and the boundaries of what constitutes a “person”.

Rola seniorów w budowaniu tożsamości narodowej osób mieszkających na obczyźnie

&lt;p&gt;W niniejszym artykule skoncentrowano się na kategorii tożsamości narodowej w perspektywie realizacji sensu życia i zaspokojenia potrzeb społecznych przez osoby starsze mieszkające na obczyźnie (Polonia Kanadyjska). W odniesieniu do teorii kształtowania tożsamości oraz życia w wielokulturowym świecie przedmiotem badań uczyniono postawy patriotyczne osób starszych. Ich celem było poznanie i opisanie, jak rozumieją ojczyznę i tożsamość narodową osoby starsze urodzone w Polsce, a żyjące na obczyźnie. Problem badawczy przyjął postać pytania: Jaka jest rola osób starszych w budowaniu tożsamości narodowej osób mieszkających na obczyźnie? W celu ukazania znaczenia i wartości działań podejmowanych przez osoby starsze na rzecz kształtowania tożsamości narodowej młodych pokoleń przeprowadzono wywiady wśród 36 seniorów mieszkających w Kanadzie. W odniesieniu do doświadczeń i potrzeb związanych z transmisją kultury i tradycji narodowych Polaków wskazano na ich rolę i znaczenie w kształtowaniu tożsamości narodowej oraz na potrzeby sięgania do narodowych tradycji w celu kultywowania wartości charakterystycznych dla narodu polskiego. W konkluzjach zaproponowano działania umożliwiające kształtowanie tożsamości narodowej osób żyjących na obczyźnie.&lt;/p&gt;

Making Sense of Self: An Autoethnographic Study of Identity Formation for Adolescents in Music Therapy

Abstract Told through my experiences of working with three teenagers who had mild and moderate developmental disabilities, this autoethnographic study considers identity formation as a core concept in music therapy clinical practice. In doing so, I explored theories of identity formation, including those described by Erikson (1950, Childhood and society, Norton), Marcia and colleagues (1993, Ego identity: A handbook for psychosocial research, Springer), and Crocetti, Rubini, and Meeus (2008, Journal of Adolescence, 31(2), 207–222), relating these concepts to each of the teenagers I worked with. This article, therefore, chronicles the ways in which my clinical thinking shifted from a skills-based approach to one that considers the client’s identity as a whole, leading to suggestions of ways to integrate identity formation theory into clinical practice.

Critical and Intersectional Perspectives on Immigrant Youth Cultural Identity

The task of exploring the process of the cultural identity formation of immigrant youth is a difficult one. Firstly, immigrant youth originate from a variety of nations, cultural backgrounds, and migratory experiences, each with its own unique historical, cultural, political, and socioeconomic context. Secondly, cultural identity formation has traditionally been studied from a number of different theoretical and empirical approaches, a reality which has resulted in a lack of a unified and interdisciplinary theory of identity formation. The leading theories on this topic have arisen predominantly from psychology and from empirical, quantitative approaches. Yet, proponents of this discipline have called for identity formation to be analyzed from a more critical and contextualized historical, interdisciplinary, intersectional, and systems perspective. This commentary will summarize the different approaches to research on youth cultural identity (including critical approaches), outline the need for a systems perspective, discuss some of the gaps in this approach, as well as opportunities for possible research on cultural identity formation, through the systems model.

A PROJECT OF CONSTRUCTING A CONTEMPORARY JEWISH IDENTITY IN RABINOVICI’S NOVEL SUCHE NACH M

Attitude to the Nazi past turns to its new phase in the 1980s, after the time of repressing, silent and mourning brings the new discourse in talking about the Holocaust. It was a tendency of "denying" the Holocaust and new anti-semitism movement. In the 90s, Jewish authors confirm their position as „self-determined agents' in the literary and political area. One of them is Doron Rabinovici, an Austrian Jewish author who wrote the novel Suche Nach M in engaging on the project of constructing a contemporary Jewish identity. In this article, the question of how Robinovici proposes the construction of contemporary Jewish identity will be answered through critical reading on Jewish myth and identity formation theory. The result shows two major strategies that he proposes in his novel: “deconstructs” the Jewish myth (by playing other possibilities to interpret them and unveil the truth) and suggests the self-referential concept (find oneself based on 'the self' instead of immersing self in 'the Other‟). These two strategies can be seen as an active engagement with one own traumatic past. It is a historical- and self-awareness approach to construct a problematic contemporary Jewish identity.

The effect of an informal science intervention on middle school girls’ science affinities

ABSTRACTThis study investigates the impact of an informal science outreach programme built around theories of identity formation and self-efficacy on middle school girls’ science affinities. A lottery-based, randomised control trial was used to identify programme effects on four science affinity outcomes: science interests, efficacy with science, science attitudes, and science identity. A multivariate analysis of variance demonstrated that programme participants scored higher than their control group peers on weighted composite of post-programme affinity indicators. These results suggest that informal science education may offer a venue through which to support the formation of science identities and efficacy in girls. Implications for including psychosocial support elements into science classroom pedagogy and science education standards are discussed.