Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development

2015 ◽  
Vol 52 (6) ◽  
pp. 735-762 ◽  
Author(s):  
Zahra Hazari ◽  
Cheryl Cass ◽  
Carrie Beattie
Keyword(s):  
Student Engagement ◽  
Identity Development ◽  
Power Structures ◽  
Teacher Positioning

Resistance Capital: Cultural Activism as a Gateway to College Persistence for Minority and First-Generation Students

2021 ◽  
pp. 074355842110069
Author(s):  
Mariah Kornbluh ◽  
Sherry Bell ◽  
Kristin Vierra ◽  
Zachary Herrnstadt
Keyword(s):  
Student Engagement ◽  
Identity Development ◽  
School Engagement ◽  
First Generation ◽  
Development Theory ◽  
Late Adolescent ◽  
Black African ◽  
Qualitative Focus Groups ◽  
Multicultural Center ◽  
Adolescent Identity Development

This study provides a novel contribution by connecting two sets of literature, school engagement and multicultural university centers, in relation to late adolescent development. The aims of this mixed-method study were to: (a) quantitatively explore the relationship between student perceived cultural leadership experience and support within a multicultural center in relation to school engagement and (b) qualitatively address additional facilitators and barriers. Participants consisted of 134 college students, predominantly identifying as Latino/Hispanic (35.1%), Black/African American (34.3%), or Asian-Pacific Islander (23.9%), and first-generation (60.4%). Qualitative focus groups and a photovoice project engaged a subset of participants ( n = 57, n = 7, respectively). Regression analysis indicated youth voice, supportive staff relationships, and peer support were significant positive predictors of students’ perceived engagement within the multicultural center, however, some but not all of these predictors transferred toward sentiments of school engagement. Qualitative sources elucidated additional factors bolstering student engagement. Social, cultural, and resistance capitals were identified as key protective factors in relation to student perseverance. Findings also indicated institutional barriers against student engagement including a lack of cultural and ethnic representation throughout multiple levels of the university. Implications for expanding conceptions of social capital within late adolescent identity development theory are discussed.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth 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.

Identity development in early adulthood.

2020 ◽  
Vol 56 (10) ◽  
pp. 1968-1983
Author(s):  
Py Liv Eriksson ◽  
Maria Wängqvist ◽  
Johanna Carlsson ◽  
Ann Frisén
Keyword(s):  
Identity Development ◽  
Early Adulthood

Identity development process and content: Toward an integrated and contextualized science of identity.

2017 ◽  
Vol 53 (11) ◽  
pp. 2009-2010 ◽  
Author(s):  
Renee V. Galliher ◽  
Deborah Rivas-Drake ◽  
Eric F. Dubow
Keyword(s):  
Identity Development ◽  
Development Process
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