The aim of this study was to contribute to the limited literature on Mixed-Race identity development in the post-apartheid context while providing a personal, evocative, and critical exploration of Mixed-Race identity. The objectives were to use self-reflection as a tool to think critically about how close relationships and other systemic factors (such as friendships, school environment and broader societal factors) that contributed to my Mixed-Race identity development, played a significant role. The autoethnographic methodology was used to harness the quality of evocative and personal writing in the process of knowledge creation and establishing a voice for the Mixed-Race experience through the narration of my personal experiences. Autoethnography is a methodology that situates the researcher as the ‘data’ by using first-person accounts of their experiences to analyse and discuss particular social and cultural phenomena. Root’s ecological model for multiracial identity development was used as a framework to explore and analyse how systemic factors influenced and shaped my Mixed-Race identity development. Additionally, Worthman’s bio-ecocultural model was used to explore the influence of my bond with my parents on my racial identity formation in childhood. Data collection involved me engaging in a reflexive journaling process. Thematic analysis was used to develop themes from my reflexive journal. Three main themes were found, namely my bond with my parents and their socialisation practices, my experience of being ‘the other’ and an outsider in social settings, and my close friendships. While I discuss the themes separately, there was considerable overlap between the themes and the factors involved in the discussion which suggests a complex relationship between multiple systemic factors (i.e. gender, skin tone, familial relationships, and social settings) that influenced my racial identity development. In conclusion, my racial identity development was (and still is) a lifelong process of self-discovery as I continue to be confronted with my dual-racial heritage in a predominantly monoracial South Africa. Based on the findings and conclusions of this study, the limitations and potential recommendations for future research has also been discussed. / Mini Dissertation (MA (Clinical Psychology))-- University of Pretoria, 2021. / Psychology / MA (Clinical Psychology) / Unrestricted

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This design report details the development of a summer training experience for peer mentors in the Freshman Mentoring program at Brigham Young University. The purpose of the project was to develop an extended training program which would assist peer mentors in developing core mentoring skills necessary for their work with first-year students. The design of the training was informed by a number of theoretical frameworks including experiential learning, reflective practice, and narrative design. The training was evaluated using a post-then survey instrument as well as analysis of qualitative data collected from learners throughout the training. Analyses of these data suggested that peer mentors increased both their mentoring skill and confidence in providing mentoring to first-year students. This document also reports on the practical, design, and theoretical insights which emerged from the project as well as their implications for other designers who face similar design challenges. Finally, a brief discussion of the way in which the project has influenced the professional development of the designer is included.

Family genealogy research has grown exponentially over the past decade, making it an area worthy of scholarly inquiry (Smith, 2010). Genealogy is now one of the world's most popular hobbies, with hundreds of millions of people worldwide actively engaged in some form of family research (Veale, 2004). In the United States, there has recently been a significant increase in the interest of searching out one's genealogical roots (Triseliotis, 1998). For most young people, the years from late teens to early twenties represent a period of profound change (Arnett, 2000). Many young adults search for and solidify their identity during the years they attend college (Muuss, 1996). Few research studies have examined the experience of searching one's genealogy and the impact it might have on college student development. This study focused on the experiences of college students who were searching their own personal ancestry in an undergraduate class on family history/genealogy. Participants reported that researching their family history (a) ignited or intensified a strong interest in genealogical research, (b) developed connections, closeness, and bonds to ancestors which motivated them in their lives, (c) discovered shared physical and personality characteristics, (d) impacted their current relationships with living relatives, (e) stimulated spiritual experiences, and (f) influenced their identity development.

This study investigated (1) how and where queer young adults remembered playing and exploring gender and sexuality in their child and youthhoods, and (2) how those memories influenced their identities as queer young adults. Eight young adults from Southern Vancouver Island were recruited to the study using non-probability and purposive sampling. Each participant took part in a narrative interview and was asked to recreate in a sand tray one or more places where they remembered exploring gender and/or sexuality in their childhood or youthhood. Data were analyzed using thematic analysis through a queer phenomenological lens inspired by Sara Ahmed. It was determined that “queer failure,” as described by Jack Halberstam, was a critical, formative process that contributed to the reorienting of queer children and youth towards queer futures. The way that queer failure was responded to by significant adults appeared to have enduring impacts on participants’ self-esteem and self-regard, with having a supportive caregiver being associated with positive self-regard as a queer adult, and a lack of support associated with long-term poor mental health and lower likelihood of experiencing pride in being queer. Additionally, participants demonstrated how access to the outdoors provided a meaningful locus of self-discovery wherein the limitations and structures of gender were less omnipresent and they felt more external and internal acceptance of their queer identities. / Graduate / 2023-08-10

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