This thesis explores three main questions: (1) How is diversity and equity in education in Manitoban schools addressed and does this include mixed-raced students?, (2) What are mixed-race students’ experiences with and perceptions of ethnocultural equity in the Manitoban secondary school system and how do these experiences impact their personal and collective identities in the following areas: Social (relationships with peers and family members), Political (notions of Canadian identity and citizenship), Identity (sense of cultural and racial identity and social positioning), Cultural (influences of related cultural groups and communities), and Pedagogical (instructional materials, relationships with teachers and staff, teaching practices and pedagogies, school policies and initiatives) and (3) What can educators and teacher-educators learn from this research that could be used toward a more informed and successful practice? Conclusions are that more work needs to be done to develop a provincial antiracism and ethnocultural policy document for development and implementation that will help establish a system of accountability and consistency, assist our leaders in understanding the complexities of mixedness, establish relationships with different relevant community groups and families, critically examine the curricula for bias, investigate student placement, provide opportunities for counselling staff, explore how to prepare staff to deal with racial and ethnocultural harassment, and consider the representation of mixedness in the staff population. / February 2017

The deseg regation of schools in the post-1994 era in South Africa has led to an exodus of African children from township schools to multicultural suburban and inner city schools. This migration places African children in a multicultural school environment where the dynamics pose challenges for coping and adaptation if these children are to succeed academically. The challenge is even greater for adolescents who are also wrestling with critical developmental issues of adolescence in their quest for identity development and consolidation. Goleman (1995: 34) asserts that in order to succeed in any aspect of living, an individual requires emotional intelligence. Likewise, African adolescents who attend school in multicultural environments need to be emotionally literate to cope successfully and to adapt to the demands of the new schooling environment. In the light of this assertion, this study aimed to determine the extent to which emotional intelligence mediates the identity development of African adolescents in multicultural schools. The five domains of emotional intelligence investigated in this respect were: self-awareness, self-regulation, self-motivation, empathy and effective relationships. Six schools were selected for the empirical investigation: three from the townships and three from the suburbs. 226 African adolescents from suburban and 240 from township schools participated: a total of 466 participants. The findings revealed that self-awareness, empathy and effective relationships play stronger mediating roles in the identity development of African adolescents in township schools while self-regulation plays a stronger mediating role for African adolescents in suburban multicultural schools. The two groups did not, however, differ significantly regarding the mediating role of self-regulation in their identity development. Further mediating roles of emotional intelligence to the identity development of African adolescents were investigated according to gender, stage of adolescence and a preferred language for learning and teaching. Finally, a model was proposed for developing empathy among African adolescents who attend schools in suburbs. / (D.Ed. (Psychology of Education))

Die Schwarze Szene oder Gothic-Kultur bezeichnet eine Jugend- und Musikkultur-Szene, deren Wurzeln in die 1980er Jahre zu­rückreichen. Neben Einflüssen von Independent und Dark Wave sind auch frühere jugendkulturelle Strömungen wie Punk, New Wave, New Romantic, Gothic u.a. festzustellen, wobei durch die Überlagerungen verschiedener Szenen und Musikstile und mehr­fache Generationswechsel eine subkulturelle Einordnung zuneh­mend schwierig wird. Dazu trägt auch bei, dass Indivi­dualität und Individualitätsausdruck für die Mitglieder der Szene von besonde­rer Bedeutung sind. Während die musikalische Eindeutigkeit der Szene inzwischen an Bedeutung verliert, gibt es doch einen Kern an Lebenseinstellungen und Werthaltungen sowie auf stilistischer Ebene einen Kanon an geteilten Symbolen, unter denen die Farbe Schwarz als überdeterminiertes Einheits­symbol herausragt, das gleichwohl sehr unterschiedlich mit Bedeutungen aufgefüllt sein kann. In dieser Ausgabe von Medienwelten werden zwei Studien vorgestellt, die sich dem Thema Gothics aus unter­schied­lichen Perspektiven nähern und damit dazu beitragen, ein viel­schichtigeres Bild der Selbst- und Fremdwahrnehmung der Schwarzen Szene zu zeichnen. Dabei geht es sowohl um mediale Berichterstattung als auch um Fantum und Aspekte der Identitäts­ent­wicklung in der Adoleszenz.

The purpose of this dissertation study was to explore the professional preparation of students in online classes at a Christian theological seminary. Concerns of theological education involve the capacity or incapacity of community development and somatic or embodied learning in online education. Using a theoretical framework drawn from communities of practice (Wenger, 1998), professional clergical preparation (Foster, Dahill, Golemon, & Tolentino, 2005), and Gee’s (2000-2001) dimensions of identity development, the researcher focused the analyses on students’ written texts located in the discussion board fora of the online courses. These records were examined for indications of formation of the professional identity of the developing clergy, interpretation skills necessary for the clergy, performance development for activities entailed in the profession, and contextualization proficiencies for the situated enactment of the local church ministry essential in the practice of the professional clergy. The study concludes that students’ discussions evince dimensions of the development of professional identity and pastoral imagination as described in Foster, Dahill, Golemon, & Tolentino (2005). In addition, stories shared on the discussion fora, told both by the instructors and the classmates who had a range of experience in first careers or in pastoral ministry, built a shared repertoire of professional practice as inherent in a Community of Practice (Wenger,1998). The dissertation study confirms if and then identifies how graduate students in online ministerial preparation use discursive and interactive participation to identify with the professional Community of Practice of the clergy The structures of the discussion board fora, the roles of the instructor, and implications for instructional designs that may support the development of pastoral professional identity are also included. Findings demonstrated that less structured discussion prompts as well as more frequent postings stimulated more student-student interaction that built relationships. Courses that focused more on student-content interactions had less relationship building. A non-evaluative facilitation tone of the discussion fora generated a more collaborative environment. In classes that utilized a learn-by-doing approach, collaborative student discursive activity in the discussion fora supported and enhanced learning. Creative discursive activities such as case studies and role plays provided simulated experiences and spurred narrative development of shared repertoire.

The purpose of this study was to examine how young adults who have been diagnosed with neuropsychiatric disabilities or other behavioural disorders reflect about the institution (resursskola) and how the institution has affected their identity. Earlier research has shown that categorization of pupils in school leads to deviation. The theoretical approaches were Stigma (Goffman, 1973), Asylums (Goffman, 1973) and a current identity theory. The aim has been to map the respondents’ life history through narrative life stories, and connect them to the context of the examination. Three qualitative semi-structured interviews were analysed using a narrative method, with inspiration from the hermeneutic interpretation model. The material was processed using a narrative content analysis. The themes were structured in chronological order through common themes raised by the respondents. The result shows that taking a student out of their context can cause a double stigmatisation. The respondents’ identities are understood as changing. The study shows that structural and organisational conditions were big influencing factors to the individual’s identity shaping. The result indicates that the institution contributed to stigmatisation and a feeling of alienation in other social environments. But it can also be positive if the respondents can identify themselves with the collective belonging.

Studies addressing racial/ethnic identity development have often overlooked the developmental cultural context. The impact of growing up with contradictory cultures has not been well explored. Immersion in multiple cultures may produce mixed patterns of strengths deficits. This study reviews the literature's currently inconsistent usage of the terms race, ethnicity, and culture; introduces the concept and theoretical framework of Cultural Homelessness; relates CH to multicultural integration; and develops two study-specific measures (included) to examine the construct validity of CH. The sample’s (N = 448, 67% women) racial, ethnic, and cultural mixture was coded back three generations using complex coding criteria. Empirical findings supported the CH-specific pattern of cognitive and social strengths with emotional difficulties: social adaptability and cross-cultural competence but also low self-esteem and shame regarding diff

Doctor of Philosophy / Department of Family Studies and Human Services / Karen S. Myers-Bowman / Rudabeh Nazarinia-Roy / Racial identity of mixed race individuals is important to understand because of the growing proportion of the population with parents from different racial groups. Having more than one racial heritage has a direct impact on how these children are seen by others as well as how they understand and encounter the world around them. Parents socialize their children in matters of race and discrimination that can impact their racial identity development, which is a component of their overall identity development. The aim of this study was explore how multiracial children are socialized and the impact of that socialization on racial identity formation from a heuristic perspective. Heuristic inquiry is a facet of phenomenology that seeks to understand the researcher’s experience of the phenomenon; therefore, I provided data on my experiences with raising a mixed-race child in a monoracial family. Two other families experiencing the same phenomenon were also interviewed. Themes related to racial profiling, parental perception of the mixed race child’s personality, skin tone, level of respect, and parenting were identified through the five-step analysis process recommended by Moustakas for heuristic inquiry, including immersion, incubation, illumination, explication, and creative synthesis. This study highlights relevant aspects in the lives of mixed-race children, how that impacts the way society views mixed-race individuals, and how those individuals encounter the world around them.

The purpose of this grounded theory study was to develop an understanding of the role that masculinity has in identity development among self-identified Gay/Queer (GQ) collegiate men. The goal of this study was to develop a theory that explains how traditional college-age GQ men view masculinity within the context of their performance as men on a college campus. 16 college-aged GQ men attending a four-year, private liberal arts institution in the southeastern United States were the subjects in this study. The participants consisted of: two first year students, three sophomores, two juniors, eights seniors, and one individual that who had graduated from college six weeks prior to his interview. Individuals that identified as woman, or transgender students were not included in this study. Four themes were identified from the study: Creating Identity & Exploring Sexuality; Reliance of Stereotypes; Performance & Presence; and Community Expectations & Acceptance. The overarching concept that emerged from the study was that whatever qualities the participant found to be personally attracted were the same traits that he found to be the most masculine. Limitations and recommendations for the study were also provided.

Professional identity development occurs during graduate training through mentoring, modeling, and academic training by counselor educators. If counselor educators are to transmit this professional identity, they must possess a robust professional identity themselves. Professional identity development theory suggests that the strength of this professional identity may be threatened by a lack of belonging in academia for nontenured or contingent faculty. A correlational research design using a purposeful convenience sample was used to examine the relationship between academic role, employment status, years of experience, and professional identity among counselor educators. The participants (n=50) were counselor educators who subscribe to the CESNET-Listserv. A multiple linear regression analysis was conducted to relate demographic variables to scores on the Professional Identity Scale in Counseling (PISC). There were statistically significant relationships between employment status and overall PISC score (p = .044) and Engagement Behavior subscale (p = .013), while academic role was related to Professional Roles and Expertise (p = .041) and Philosophy of the Profession (p = .024) subscales at statistically significant levels. Years of experience was related to the Philosophy of the Profession (p = .046) subscale at a statistically significant level. The potential social change from this study is that a better understanding of factors related to counselor identity in educators may positively influence graduate school mentoring, modeling, and training and thereby strengthen professional identity in counseling students, which in turn may improve the quality of future services to clients.

<p>The purpose of this examination paper is to get an understanding as an upcoming teacher about how friends make an important impact on children’s identity development in school, their choice of friends circle and what kind of groups there can occur among them. With a deeper comprehension of these circumstances should an educationalist be more considerate and adapt his or hers education to prevent negative group formations and to be an outsider. To achieve my results I used a qualitative research method where I through observation handpicked eight students from upper level of compulsory school with different friend circles from two classes for further interviews. Beside this I observed students in their school environment for three days. My conclusion by this research is that, the society, the school and the home are three very important factors that make big impact on children’s identity development. Even friendship has an important role on their development. Children choose their friends though common interest which can lead to group formations where negative group formations can occur.</p>