Understanding Of Identity Formation Research Articles

Cultural Hybridity and Identity Formation in Globalized Societies

Purpose: The general purpose of the study was to explore cultural hybridity and identity formation in globalized societies. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to cultural hybridity and identity formation in globalized societies. Preliminary empirical review revealed that cultural hybridity was pervasive, with individuals blending diverse cultural influences to construct hybrid identities. Identity formation was dynamic and influenced by globalization, migration, and historical legacies. Power dynamics, including race and socio-economic status, intersected with cultural hybridity to shape experiences of identity and belonging. The study emphasized the importance of promoting inclusivity and dialogue to navigate the complexities of cultural hybridity and foster greater understanding across diverse cultural landscapes. Unique Contribution to Theory, Practice and Policy: The Post- Colonial theory, Intersectionality theory and Transnationalism theory may be used to anchor future studies on cultural hybridity and identity formation in globalized societies. The study provided valuable insights and recommendations that contributed to theory, practice, and policy. It enriched theoretical frameworks by adopting a multidimensional approach to understanding identity formation and underscored the importance of recognizing cultural diversity. Educators, community organizations, and policymakers utilized the study's findings to develop inclusive practices and policies that promoted intercultural understanding, social cohesion, and equitable access to resources. Additionally, media practitioners incorporated the study's insights to produce content that challenged stereotypes and fostered positive representations of cultural diversity. Overall, the study's recommendations have had a significant impact on efforts to promote inclusive development and intercultural dialogue in globalized societies.

Narratives shaping the perceptions of the second-generation Afghan diaspora: is Afghanistan a militant, occupied and politically disordered country?

ABSTRACT The second and third generations of the Afghan diaspora, living abroad, hold diverse views about their homeland. Our findings suggest that these individuals have shaped perceptions influenced by their parents’ migration stories, emphasising challenges like political instability and conflict. Growing up with narratives of their family's history, they gain insights into Afghanistan's complex political landscape, including the Soviet occupation, U.S. involvement, and the rise of the Taliban. These stories, often detailing hardships like displacement and human rights abuses, play a crucial role in connecting them to their roots and shaping their identity within the Afghan diaspora. This article uses qualitative narrative analysis to analyse how narratives shape perceptions within the second-generation Afghan diaspora. The article sheds light on the complex interplay between individual experiences and broader socio-political contexts, enriching diaspora research with an understanding of identity formation and transnational belonging.

Social identity emergence in attitude interactions and the identity strengthening effects of cumulative attitude agreement

AbstractThe social identity approach asserts that self‐categorization is fluid and created anew in context. Despite this, research often conceptualizes identities as being based on static categories. In this article, we assess: how attitudes may be relevant attributes used to categorize the self and others, and therefore have the potential to foster social identification; how such categories/identities can be updated with new attitudinal information; and how attitudes have greater impact when socially expressed. Across three preregistered computer‐mediated interactive experiments (N = 3087), involving attitudes relating to the Ukraine‐Russia conflict of 2022, we find, identities can be updated with the introduction of new attitudes in interaction; cumulative attitude congruence strengthens identification; attitudinal interaction strengthens opinion‐based group identification and activism intentions, and ingroups can strategically align their attitudes. We conclude that to fully understand identity formation, we must acknowledge the fluidity of self‐categories and resultant identities, in line with the original specifications of the social identity approach.

The consumer–activity relationship and separation distress

PurposeDespite the rich history of examining the connections between symbolic consumption and identity formation, nearly all the research has focused on brands and possessions; the role of activities has been critically overlooked. This study aims to expand marketing’s understanding of identity formation by examining it in conjunction with attribution theory, exploring the relationship between activity engagement and separation distress.Design/methodology/approachA pilot study (n = 90) using a thematic content analysis reveals six themes (i.e. separation distress, negative emotions, indifference, adapting, positive decision and acceptance), providing support for the conceptual model. The main study (n = 347) tests the conceptual model via five hypotheses.FindingsSelf-worth match with an activity predicts the perceived separation distress of stopping the activity. Furthermore, self-activity connection mediates this relationship, but only if consumers believe they are in control of or the cause for stopping the activity.Research limitations/implicationsThis research provides critical baseline understanding of activity consumption. Yet, future research on the topic of activities is needed to advance activity engagement as a unique category of consumer behavior.Practical implicationsTo craft effective messaging and strategies, marketers should consider the meaning and value embedded in consumer activities (not just possessions and brands).Originality/valueThis research reveals that consumers use activities to construct their identity and manage their self-worth. It also demonstrates that stopping an activity may lead to separation distress.

Stuttering, Intersectionality, and Identity: A Qualitative Analysis of the Experiences of Lesbian, Gay, and Bisexual Individuals Who Stutter.

Speech-language pathologists are influential in shaping identity development for individuals who stutter, particularly as it relates to communication. This study investigated the experiences of lesbian, gay, and bisexual individuals who stutter to learn more about how multiple marginalized identities affect their psychosocial experiences. Semi-structured interviews were conducted with seven individuals who stutter with lesbian, gay, and bisexual identities. Participants ranged in age from 22 to 60 years. Data were analyzed for themes and categories by using interpretive phenomenological analysis. Four primary themes were identified: (a) the importance of visibility and shared social identity connections for affirmation; (b) effects of oppressive social expectations on identity; (c) intersectionality of stuttering, gay, lesbian, and bisexual identities; and (d) effects of not being affirmed for identity. Results are discussed in the context of identity affirmation and intersectionality. Through an understanding of identity formation and psychosocial experiences of lesbian, gay, and bisexual individuals who stutter, speech-language pathologists can use identity-affirmative practices to support individuals who stutter and mitigate stigmatizing experiences. Implications focus on suggestions for the provision of identity-affirming speech-language pathology practices for students who stutter.

Becoming Dalit Women’s Voice: Engaging with Self-reflective Narrative in Bama’s Karukku

Dalit writings are considered to be centred on the issue of identity politics. Most analysis rests on their claim of identity as fixed and static. They ignore an embedded process of various spatial implications, characters’ interaction with it, and a self-reflexive narrative gaze that most of the prominent Dalit writers present through their autobiographical narratives. Concentration on these concepts provides a fresh perspective to critically analyse Dalit writings and presents a different understanding of identity formation. This article proposes to unearth this process through a reading of Bama’s Karukku (2012), in English translation. It attempts to establish that identity formation in Dalit writings is a process that is based on various kinds of spatial experiences that could be divided into three stages of development. This process culminates in transforming a character into a politically conscious Dalit figure. Also, this article attempts to chart a character’s development that corroborates to body’s spatial-cultural location and its response to/within that space. It is an attempt to understand various spatial ramifications that the character experiences in an attempt to forge an identity outside the traditional definition.

Rise and fall of the (social) group.

This article maps the rise and fall of the idea of a (social) group across medicine in the context of contemporary analyses in psychology and sociology. This history shows the early 20th century emergence and growth of group medicine, group therapy and group comparisons. In recent decades, however, the idea that groups constituted the basic units of society has been replaced with the emergence of populations and systems that offer a more virtual and abstract context for individual relationships. This has implications for explanation itself as the demise of groups has changed the epistemological ground-rules for understanding identity formation and social change.

A cultural ecosystem service perspective on the interactions between humans and soils in gardens

Abstract Gardens are culturally shaped environments in which natural processes can be experienced. Thus, they offer insights into the relation people have with these processes and the biophysical domain. This includes soils and plants, as these are the natural materials gardeners work with regularly. A cultural ecosystem service (CES) perspective might help to understand interactions between the gardeners and the environment, for example, soils. This could provide insights for scientists, public stakeholders and non‐governmental organizations to raise awareness for ecosystem services (ES) of soils. Understanding how gardens are created and used, requires studies from the natural sciences but also from the humanities and social sciences. The natural sciences provide insights into soil properties, biodiversity, plant requirements and the water cycle, while the humanities and social sciences are needed to understand identity formation, social and cultural practices, belief systems and psychological aspects connected to gardening. Inter‐ and transdisciplinary research can then inform scientists, gardeners, policy makers and educators as well as the general public about CES. This can be used to develop educational programs and measures to protect these valuable CES as well as the general ES of gardens and soils.

“Greeks are different to Australians”: understanding identity formation among third-generation Australians of Greek heritage

ABSTRACT The Greek-born population in Australia increased from 15,000 in 1930 to well over 300,000 by 1970. Over the next fifty years, first-generation Greek migrants successfully sustain an identity that promotes difference within Australia while maintaining strong connections to their “homeland”. Their Australian-born children, while identifying as Greek-Australian, have integrated successfully into Australian society. There is evidence to suggest that children of second-generation Australian-born Greek migrants or the third generation continue to identify as Greek rather than Australian. Of interest to this paper is an examination of why third-generation Australia’s of Greek heritage adopt a Greek identity and what aspects of Greekness they value. It appears that the third generation’s steadfast identification as Greek is marked by a desire to distance oneself from assumed Australian traits that they find unappealing and that are contrary to their perception of being Greek.

“Why Are All the White Students Sitting in the Back of Class?” A Critical Race Theory Approach to Race Dialogue in Ethnic Studies†

Ethnic Studies classrooms in many respects are spaces wherein healing, solidarity, and social change occur, particularly surrounding discussions about race. The discussion around race is a language in itself—complete with levels of engagement. Students from privileged groups may not have many opportunities to explore the language of race and marginalization, thus being an “outsider” to the language of these experiences. This often times leads to miscommunication and missing meaningful engagement toward collective social action and change in classroom spaces. As a result, students have powerful emotional responses to these topics, and if students’ affective and intellectual responses are not acknowledged and respected, teachers can be met with what is perceived as impermeable resistance. Drawing from the framework of Critical Race Theory, this qualitative work presents tenets of race as a language that allows for understanding identity formation and entry point into conversations of race and ethnicity. Furthermore, consistent dialogue as a way of gaining proficiency and a space for marginalized identities to share their lived experiences as a way to build upon their proficiency. This research assists in expanding the work in the pedagogy of Ethnic Studies as a space to radically connect, heal, and implement social change.

Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden

The aim of this article is to examine non-traditional graduates’ life transitions before, during, and after higher education (HE) in Sweden. The article builds on a theory called biographical work, which is used for understanding non-traditional graduates’ identity formation and transformation. The article is based on the narratives of two non-traditional graduates who were selected from biographical interviews with nine non-traditional graduates, 2–5 years after graduation from HE. By exploring significant events, learning paths and the formation and transformation of identities in the two graduates’ lives, we identified two expressions of their ongoing life transitions: being in recurrent formation and being in constant transition. Being in recurrent formation means returning to well-known paths in life and learning reactively by reflecting on experiences, whereas being in constant transition means a constant focus on what is next in life and a constant commuting between reactive and proactive learning, i.e. by both reflecting on experiences and preparing oneself for the next move. In the article, we discuss what it means to be in transition as a non-traditional graduate. We conclude that the theory of biographical work helps to understand identity formation and transformation processes in periods of transition, and also how periods of transition occur as parts of biographical learning.

A zone theory approach to analysing identity formation in mathematics education

This article examines possibilities for using Valsiner’s zone theory to understand identity formation of mathematics teachers and mathematics teacher educators. We situate our analysis within a sociological frame for identity research, in which identity is interpreted as an action rather than an acquisition. Valsiner’s theoretical approach is based on Vygotsky’s notion of the zone of proximal development, but adds two other zone concepts to account for environmental constraints experienced by an individual (zone of free movement) and the means by which other people in the environment promote the individual’s actions (zone of promoted action). We briefly summarise our previous research that has used zone theory to interpret teacher learning as identity formation in two contexts, involving secondary school mathematics teachers and teachers of subjects other than mathematics who are embedding numeracy into the school curriculum. We then extend our theoretical investigation of identity to a new context in order to analyse identity formation of mathematics teacher educators, that is, mathematics educators and mathematicians who contribute to the preparation of future teachers of mathematics. Our analysis incorporates the idea of productive tensions into zone theory, thus creating a theory of goal-directed change that can be used to understand identity development and the role of individual agency within sociocultural contexts.

Marcadores sociais da diferença: uma perspectiva interseccional sobre ser estudante negro e deficiente no Ensino Superior brasileiro

O artigo aborda a questão dos marcadores sociais da diferença nas Instituições de Ensino Superior (IES) no Brasil, pontuando nas autoidentificações de negros e deficientes como material investigativo positivo para se compreender as características que permeiam o espaço social e acadêmico no que se refere ao reconhecimento e valorização de sujeitos de direito. Como apoio teórico para análise da dimensão de marcadores de diferença, é defendida a interpretação interseccional como um caminho viável por permitir o entrecruzar de fatores diversos em torno da compreensão da formação de identidades. A metodologia utilizada foi a da revisão de literatura, através da Catálogo de Teses e Dissertações da CAPES (CTDC) e análise qualitativa de dados estatísticos oficiais, com o Censo da Educação Superior do INEP (CESI). Com estas fontes, são expostas as pesquisas com a temática intersecional, com crescimento significativo do número de produções, bem como a adoção do uso quase majoritário dos marcadores raça/cor e gênero, bem como a verificação de um aumento de aproximadamente 460% no número de matrículas de pessoas negras e/ou deficientes em relação ao ano de 2010 nas IES. Defendendo a interpretação utilizada, se evidenciam possibilidades para a produção de novas pesquisas com a temática, principalmente no que se refere ao reconhecer em números os estudantes negros, deficientes, quilombolas, etc. em suas particularidades, construindo material empírico para que IES do país possam planejar práticas positivas para uma interpretação interseccional das identidades de seu alunado e, por conseguinte, construir espaços de formação realmente inclusivos.

Medicine as a Community of Practice: Implications for Medical Education.

The presence of a variety of independent learning theories makes it difficult for medical educators to construct a comprehensive theoretical framework for medical education, resulting in numerous and often unrelated curricular, instructional, and assessment practices. Linked with an understanding of identity formation, the concept of communities of practice could provide such a framework, emphasizing the social nature of learning. Individuals wish to join the community, moving from legitimate peripheral to full participation, acquiring the identity of community members and accepting the community's norms.Having communities of practice as the theoretical basis of medical education does not diminish the value of other learning theories. Communities of practice can serve as the foundational theory, and other theories can provide a theoretical basis for the multiple educational activities that take place within the community, thus helping create an integrated theoretical approach.Communities of practice can guide the development of interventions to make medical education more effective and can help both learners and educators better cope with medical education's complexity. An initial step is to acknowledge the potential of communities of practice as the foundational theory. Educational initiatives that could result from this approach include adding communities of practice to the cognitive base; actively engaging students in joining the community; creating a welcoming community; expanding the emphasis on explicitly addressing role modeling, mentoring, experiential learning, and reflection; providing faculty development to support the program; and recognizing the necessity to chart progress toward membership in the community.

Pushing Past Clichés: Latina and Black Women’s Perceptions of the Dietetics Major and Profession during Career Exploration

ABSTRACTDiversity in dietetics, like other health professions, has remained stagnant despite the increase of racial and ethnic minority groups in the United States. We examined how Latina and Black women, enrolled in a university outreach program, make sense of a critical media literacy program during career introduction to dietetics. Our findings revealed that the women did not identify with the dietetics major and profession due to stereotypical images. Cliché messages were used as a discourse method. The need to explore public discourse to understand identity formation and barriers to entry into health profession careers is discussed.

Exploring the tensions of being and becoming a medical educator

BackgroundPrevious studies have identified tensions medical faculty encounter in their roles but not specifically those with a qualification in medical education. It is likely that those with postgraduate qualifications may face additional tensions (i.e., internal or external conflicts or concerns) from differentiation by others, greater responsibilities and translational work against the status quo. This study explores the complex and multi-faceted tensions of educators with qualifications in medical education at various stages in their career.MethodsThe data described were collected in 2013–14 as part of a larger, three-phase mixed-methods research study employing a constructivist grounded theory analytic approach to understand identity formation among medical educators. The over-arching theoretical framework for the study was Communities of Practice. Thirty-six educators who had undertaken or were undertaking a postgraduate qualification in medical education took part in semi-structured interviews.ResultsParticipants expressed multiple tensions associated with both becoming and being a healthcare educator. Educational roles had to be juggled with clinical work, challenging their work-life balance. Medical education was regarded as having lower prestige, and therefore pay, than other healthcare career tracks. Medical education is a vast speciality, making it difficult as a generalist to keep up-to-date in all its areas. Interestingly, the graduates with extensive experience in education reported no fears, rather asserting that the qualification gave them job variety.ConclusionThis is the first detailed study exploring the tensions of educators with postgraduate qualifications in medical education. It complements and extends the findings of the previous studies by identifying tensions common as well as specific to active students and graduates. These tensions may lead to detachment, cynicism and a weak sense of identity among healthcare educators. Postgraduate programmes in medical education can help their students identify these tensions in becoming and develop coping strategies. Separate career routes, specific job descriptions and academic workload models for medical educators are recommended to further the professionalisation of medical education.(Tensions, Fears, Healthcare Educators, Medical Education, Postgraduate Programmes, Identity, Career Choice, Faculty Development, Communities of Practice).

The urban question and identity formation: The case of second-generation Mexican males in Los Angeles

The concept of downward assimilation warns that second-generation Mexican-origin youth in the inner city are at great risk of developing a “reactive” identity and acculturating into chronic poverty through socialization with third-plus generation racial minorities. I test this proposition by examining and comparing ethnic boundary formation for 42 second-generation Latinos from two disadvantaged neighborhoods in Los Angeles: one predominantly Mexican immigrant and the other with a sizeable representation of a racial minority group, African Americans. I find that urban conditions influence ethnic identity but not as proposed by downward assimilation. Social isolation from white Americans in urban neighborhoods means that the Mexican second-generation rarely embraces a “reactive” identity but instead adopts and expresses various and competing ethnic labels, holding strongly to an immigrant identity. Latino young men experience the Black/Latino urban neighborhood as a contested space and urban violence as racially charged. These urban conditions strain race relations and “brighten” rather than “blur” ethnic and racial boundaries and identities between the Mexican second-generation and Blacks. This study suggests that to understand identity formation and acculturation processes in central cities, it is essential to consider how structural conditions impact social interaction in urban space.

Service Users' Self-Narratives on Their Journey from Shame to Pride: Tales of Transition

As part of a course on changing attitudes developed by KREM, a Norwegian service user organization, narratives are used to explore and understand identity formation. The process is based on the role of shame in the lives of those whose life experiences lead to a reliance on government social benefits to sustain themselves. Shame is identified as an obstacle that affects everyday life and undermines one's capacity to take actions that can lead to and support self-sufficiency. Exploring oneself through the construction of the fairy tale can provide service users with a renewed sense of empowerment. Using identity formation and the concept of shame as the conceptual framework, this analysis focuses on the use of narratives to construct and interpret stories. It concludes with both practice and research implications of using narratives to acquire an understanding and sensitivity to service user perspectives.

Cultural Formation of Identity: Interweaving of Nationality and Ethnicity in Ben Di Chuang Zuo, a Chinese Malaysian Musical Movement

This article discusses the cultural formation of identity reflected in a musical movement in Malaysia called Ben Di Chuang Zuo (meaning, ‘locally composed’) among young Malaysian Chinese. Analysis of the lyrics from this movement reveals evidence of an interweaving of ‘Malaysian’ national identity and ‘Chinese’ ethnic identity in these cultural productions. A local genre has been created: the young artists are keen to emphasise both their Malaysian and Chinese identities in their music, and the songs demonstrate that these two are not contradictory or binary but two aspects of the identity of these artists and their large audience. The development of these two identities is to a large extent the result of historical ethnic influences and the political history of Malaysia and official discourse of the Malaysian Government, such as the pro-Malay national cultural policy of the 1970s onwards. The discussion suggests the importance of situating our understanding of identity formation within multiple political, social, historical and cultural contexts, and the importance of cultural production in identity formation. This study has implications for the analysis of cultural identity formation within increasingly dynamic and complex global migration and cultural flows.

The dynamics of negation: identity formation among Palestinian Arab college students inside the green line

How does granting certificates of ‘business clean of Arab workers’ to owners of shops, stores, and Jewish businesses who prove they are not employing Arab workers shape identity? Identity development involves making sense of, and coming to terms with, the social world one inhabits, recognizing choices and making decisions within contexts, and finding a sense of unity within one's self while claiming a place in the world. Since there is no objective, ahistoric, universal trans-cultural identity, views of identity must be historically and culturally situated. This paper explores identity issues among members of the Palestinian Arab minority in Israel. While there is a body of literature exploring this subject, we will offer a different perspective by contextualizing the political and economic contexts that form an essential foundation for understanding identity formation among this minority group. We argue that, as a genre of settler colonialism, ‘pure settlement colonies’ involve the conquering not only of land, but of labor as well, excluding the natives from the economy. Such an exclusion from the economy is significant for its cultural, social, and ideological consequences, and therefore is especially significant in identity formation discussed in the paper. We briefly review existing approaches to the study of identity among Palestinian Arabs in Israel, and illustrate our theoretical contextual framework. Finally, we present and discuss findings from a new study of identity among Palestinian Arab college students in Israel through the lens of this framework.