Asian-Canadian trans youth: Identity development in a hetero-cis-normative white world.

2021 ◽  
Author(s):  
Sulin Tan ◽  
Cindy Weisbart
Keyword(s):  
Identity Development ◽  
Youth Identity ◽  
Trans Youth

scholarly journals “Let Me Do What I Please With It . . . Don’t Decide My Identity For Me”: LGBTQ+ Youth Experiences of Social Media in Narrative Identity Development

2019 ◽  
Vol 35 (1) ◽  
pp. 51-83 ◽  
Author(s):  
Adam Bates ◽  
Trish Hobman ◽  
Beth T. Bell
Keyword(s):  
Social Media ◽  
Identity Development ◽  
Cultural Context ◽  
Narrative Identity ◽  
Sense Of Self ◽  
Dependent Manner ◽  
Lgbtq Youth ◽  
Youth Identity ◽  
Multiple Context ◽  
Age Range

Social media provides Lesbian Gay Bisexual Transgender Queer Plus (LGBTQ+) youth with daily access to a broader sociocultural dialogue that may shape narrative identity development. Through in-depth narrative interviews, this study sought to understand the lived experiences of 11 LGBTQ+ undergraduates ( age range = 19-23) building narrative identities in the cultural context of social media and the role of social media within this process. Interviews were analyzed using an interpretative, individual analysis of personal stories. These experiences were then compared and contrasted through thematic analysis to identify four shared narrative themes. Narratives of merging safe spaces highlight how LGBTQ+ youth now have regular access to safe environments online/offline which facilitate more secure identity development. Narratives of external identity alignment describe social media as a tool for LGBTQ+ youth to seek out identities that match their preexisting sense of self. Narratives of multiple context-based identities encapsulate how adolescents’ identity markers are multiple and invoked in a context-dependent manner. Finally, narratives of individuality and autonomy characterize how LGBTQ+ youth perceive themselves as highly individualized members of a wider community. These findings highlight the complex role social media plays within LGBTQ+ youth identity development. The implications are discussed within.

Native Youth Navigating Identity Through Colonization, Culture, and Community

2018 ◽  
Author(s):  
Karla Martin ◽  
Leslie Locklear
Keyword(s):  
Qualitative Research ◽  
Native American ◽  
Identity Development ◽  
Research Centers ◽  
Native American Youth ◽  
Youth Voice ◽  
Youth Identity ◽  
Native Youth ◽  
Key Aspects ◽  
Out Of School

This meta-ethnography examines qualitative research done on or with Native American youth. In an effort to counter the colonized narratives that are prevalent in today’s system, this chapter includes studies that gave way to Native youth voice and agency. This research centers Native youth’s voices to help us understand Native youth identity, their experiences in and out of school, and ways we can support them. The five articles that are a part of this meta-ethnography took very different views on the development of Native American youth identity. However, three key aspects emerged as essential to the identity development of Native youth: identity: language, culture and adult-youth relationships.

The Smartest Girl in the World: Normalizing Intellectualism through Representations of Smart Latinx Youth on Stage

2020 ◽  
pp. 105-115
Author(s):  
Roxanne Schroeder-Arce
Keyword(s):  
Identity Development ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Audience Reception ◽  
Dramatic Literature ◽  
Youth Identity ◽  
Racial And Ethnic Identity ◽  
The World ◽  
Positive Representations ◽  
Latinx Youth

In a 2017 interview about her new play The Smartest Girl in the World, Miriam Gonzalez offers, “I’d like to sort of normalize difference.” In the play, Lizzy and her older brother Leo are essentially on a journey to become the smartest children in the world. Unlike much US Latinx dramatic literature for youth, The Smartest Girl in the World does not paint the racial and ethnic identity of the youth as a problem, nor does it reify stereotypes of undereducated, apathetic Latinxs. Rather, the play offers young people a look at young Latinx intellectuals who never question their smartness in relation to their ethnic and racial identity. This chapter explores The Smartest Girl in the World as an example of positive representations of Latin@ characters and families and specifically Latinx youth who celebrate their smartness. The chapter engages theory around Latinx youth identity development, culturally responsive pedagogy, and audience reception to examine how this play specifically and theatre in general may impact Latinx youth who see themselves represented in a legitimate space.

scholarly journals Transactional pathways of transgender identity development in transgender and gender-nonconforming youth and caregiver perspectives from the Trans Youth Family Study

2017 ◽  
Vol 18 (3) ◽  
pp. 243-263 ◽  
Author(s):  
Sabra L. Katz-Wise ◽  
Stephanie L. Budge ◽  
Ellen Fugate ◽  
Kaleigh Flanagan ◽  
Currie Touloumtzis ◽  
...  
Keyword(s):  
Identity Development ◽  
Family Study ◽  
Gender Nonconforming ◽  
Transgender Identity ◽  
And Gender ◽  
Trans Youth

Identity and social media

2021 ◽  
pp. 29-44
Author(s):  
John Bynner ◽  
Walter R. Heinz
Keyword(s):  
Social Media ◽  
Young People ◽  
Identity Development ◽  
Social Networking ◽  
Identity Construction ◽  
Occupational Identity ◽  
European Identity ◽  
Self Presentation ◽  
Youth Identity ◽  
Corona Virus

The chapter examines youth identity from a number of perspectives starting with psychological and sociological conceptualisations of self and identity. From there the discussion moves to the controversy over stages of identity development, identity as a biographical resource and the complexities for occupational identity of digital employment. These observations open up to the more recent issues of identity construction by social networking among young people through which a variety of identities may be expressed. Key themes include self-realisation and its counterpoints in relation to different forms of communication and self-presentation and broader statuses such as digital generational national and European identity. The chapter explores challenges arising from these developments to which the effects of the COVID-19 (corona) virus are an added factor.

Gender and Gender Identity Development Among Young Trans People in North America

2021 ◽  
Author(s):  
Julia Sinclair-Palm
Keyword(s):  
North America ◽  
Identity Development ◽  
Gender Identity ◽  
Children And Youth ◽  
Gender Nonconforming ◽  
Trans People ◽  
Medical Discourses ◽  
And Gender ◽  
Trans Youth ◽  
The Way

When children are born, they are typically assigned a sex, male or female, based on the appearance of external genitalia. The gender of the newborn is assumed based on the assigned sex. Researchers debate the origins of gender and whether gender is largely biologically based or socially constructed. Sociologists tend to argue that children learn about their gender from their parents and experiences at school through a process known as gender role socialization, whereas medical discourses argue that one’s gender should be aligned with one’s assigned sex. Schools are one of the first sites outside the home where researchers have studied the way gender nonconforming and trans children and youth face discrimination and harassment. Education research about trans youth documents the need for trans youth to have a voice in school policies and practices. Trans adults offer a wide range of theories about gender and critique traditional models of gender for their failure to capture the complexity, fluidity, and diversity of gender experiences and identities. Trans youth have yet to enter these conversations and their gender, access to treatment and services, and rights are often determined by medical discourses about gender and gender identity development. In the 21st century, the parents and families of trans youth are beginning to play an important role in advocating for and supporting the needs of their trans child. Trans identity development models are shaped by theories about gender and are often designed as a stage model. In 2004, Aaron Devor created the first trans identity development model based on the CASS model that Viviane Cass developed in 1979. Scholars have critiqued these models for their rigid conceptualization of gender, the linear structure of stages in these models, and the lack of recognition of the role race, class, disability, and sexuality have in the complexity of gender. Scholars have also remarked on the way these models were developed for trans adults and fail to conceptualize trans youth. Theories about gender and gender identity development have shaped gender models used in the treatment of gender nonconforming children. The gender affirmative model takes a progressive approach to this treatment, allowing children and youth to be experts on their gender and to be supported in socially transitioning at any age. Research about gender and gender identity development among trans youth in North America is increasingly recognizing the need to center the voices and needs of young trans people.

Multiracial Youth Identity Meta-Ethnography

2018 ◽  
Author(s):  
Silvia C. Bettez ◽  
Aurora Chang ◽  
Kathleen E. Edwards
Keyword(s):  
Young Adults ◽  
Identity Development ◽  
White Supremacy ◽  
Mixed Race ◽  
Multiracial Identity ◽  
Theoretical Frameworks ◽  
Youth Identity ◽  
Problems And Solutions ◽  
Discursive Strategy ◽  
Multiracial Youth

“Multiracial Youth Identity Meta-Ethnography” describes the findings from a meta-ethnography of research accounts about Multiracial identity development in young adults. This chapter examines eight purposefully selected studies about Multiracial identity uncovering how identity theories are being deployed in qualitative studies of mixed-race youth and what is revealed in the collective that may be obscured when each study is independently evaluated. These themes came to the fore: (a) fluid identities, (b) isolation from “monoracial” individuals and communities, and (c) the importance of place/space for Multiracial people. The analysis also revealed (a) a lack of attendance to intersectionality in both participants’ identities and authors’ positionalities and (b) the absence of attention to Whiteness and White supremacy in discussing Multiraciality, a discursive strategy the authors call Whiteblindness. This meta-ethnography revealed that researchers’ paradigmatic perspectives and theoretical frameworks impact the framing of problems and solutions related to understanding and working with Multiracial youth.

scholarly journals Intersectionality and Youth Identity Development Research in Europe

2020 ◽  
Vol 11 ◽  
Author(s):  
Ursula Moffitt ◽  
Linda P. Juang ◽  
Moin Syed
Keyword(s):  
Identity Development ◽  
Development Research ◽  
Youth Identity
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