Social Identity Development and the Situation of Scientists and Engineers as New Leaders

2015 ◽  
Vol 9 (3) ◽  
pp. 23-41 ◽  
Author(s):  
William P. Racine
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Scientists And Engineers ◽  
Social Identity Development

I Want to Be Like You

2012 ◽  
Vol 43 (3) ◽  
pp. 115-126 ◽  
Author(s):  
Christina Matschke ◽  
Kai Sassenberg
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Self Regulation ◽  
Active Role ◽  
Social Identification ◽  
Social Self ◽  
Approach And Avoidance ◽  
Internal Motivation ◽  
Avoidance Strategies ◽  
Social Identity Development

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.

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

2017 ◽  
Vol 65 (4) ◽  
pp. 439-460 ◽  
Author(s):  
Elizabeth Cassidy Parker
Keyword(s):  
High School ◽  
Grounded Theory ◽  
Social Identity ◽  
Identity Development ◽  
Public High School ◽  
Self Confidence ◽  
Women's Choir ◽  
Data Collection And Analysis ◽  
Social Identity Development ◽  
Women's Choirs

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

The Process of Social Identity Development in Adolescent High School Choral Singers

2014 ◽  
Vol 62 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Elizabeth Cassidy Parker
Keyword(s):  
High School ◽  
Social Identity ◽  
Identity Development ◽  
Secondary Data ◽  
Data Sources ◽  
Community Members ◽  
Stage Process ◽  
Secondary Data Sources ◽  
Social Cliques ◽  
Social Identity Development

The purpose of this grounded theory study was to describe the process of adolescent choral singers’ social identity development within three midsized, midwestern high school mixed choirs. Forty-nine interviews were conducted with 36 different participants. Secondary data sources included memoing, observations, and interviews with the choir teachers. The data analysis revealed an eight-stage process beginning with the student’s choice to audition and remain involved to the final stage, a desire to give back to the community. The central phenomenon of social identity was identified as team. Contextual conditions, including time, intensity, and size of group, strengthened participant experiences substantively. Social cliques and egos emerged as intervening conditions that impeded social identity development. Several individuals influenced participant social identity including peers, parents, school and community members, as well as the choir teacher. A temporal matrix is presented as well as propositions illustrating the development of social identity.

Coaches’ Perceptions of Social Identity in Youth Sport: When Youth Athletes Think and Behave as “Us”

2020 ◽  
pp. 1-11
Author(s):  
Jordan D. Herbison ◽  
Terry W. Cowan ◽  
Luc J. Martin ◽  
Zach Root ◽  
Mark W. Bruner
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Social Identities ◽  
Ice Hockey ◽  
Head Coaches ◽  
Social Agents ◽  
Youth Athletes ◽  
The Social ◽  
Semistructured Interviews ◽  
Social Identity Development

This study sought to examine coaches’ perceptions of social identity among their athletes and explore the ways that they may attempt to influence its development. Semistructured interviews were conducted with 12 head coaches (Mage = 49.25 years; SD = 6.5 years; Mexperience  = 15.75 years; SD = 7.66 years; nfemale = 1) of male (n = 8) and female (n = 4) competitive youth ice hockey teams. Three main themes were identified through our analysis. First, the coaches’ perceptions of athletes’ social identities were described through examples of peer connection and similarity (i.e., in-group ties), athletes’ experience of positive affect (i.e., in-group affect), and athletes demonstrating the meaning and value that they attribute to team membership (i.e., cognitive centrality). Second, the coaches discussed a variety of ways that they sought to develop and reinforce a shared social identity within their teams. These behaviors aligned with principles advanced within the social identity leadership literature—namely, the coaches acted as in-group prototypes, in-group champions, entrepreneurs of identity, and embedders of identity. Finally, the coaches identified parents and cliques as key social agents with the ability to undermine social identity development. The findings are discussed in relation to both their theoretical and practical implications.

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