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This study aims to explore the impact of negative life events on identity development through a qualitative systematic literature review and qualitative content analysis. The research seeks to understand how negative life events trigger identity crises and influence self-perception. Method: A systematic search was conducted in the PsycInfo and PubMed databases, resulting in the selection of 12 relevant studies for analysis. Themes were identified through qualitative content analysis to elucidate the effects of negative life events on identity. Results: The analysis revealed that negative life events can lead to both identity challenges and personal growth. The findings underscore the importance of supporting individuals experiencing identity crises for authentic identity development. Conclusion: Understanding the complexities of identity formation in the face of adversity is crucial for providing effective support and interventions. Further research in this area is essential for enhancing our knowledge of how individuals navigate identity development amidst negative life events.

Typical identity stereotypes for South Asian Americans, such as the model minority myth, do not convincingly support a trajectory into K–12 education, as South Asian Americans are not readily seen as agents for social change. This qualitative study explored how South Asian American educators’ understanding of their ethnic and racial identity interplayed with their practice as critically conscious educators for social justice. Eleven participants who self-identified as social-justice-oriented were interviewed to share their experiences as South Asian American educators. Their responses revealed South Asian American educators develop their ethnic identity consciousness in complex ways, demonstrating self-awareness and subsequently draw upon their ethnic attachment and racialized experiences to perform as critically conscious educators, developing strong relationships with students from marginalized backgrounds and advancing equity in their schools. The participants’ positionalities reveal that South Asian Americans have tremendous potential as educators for social justice in education.

One of the goals of college student development professionals is to help undergraduate students develop a meaningful sense of personal identity. Early in the history of the profession, practitioners borrowed freely from related fields such as sociology and psychology to guide their practice, but beginning around the 1960s, scholars began in earnest to develop their own unique body of literature. In this work I examine the development of that scholarly work as it relates to identity development—specifically the evolution of understanding around the issues of sex and gender identity development. Beginning with William Perry, whose work has impacted so many theories that followed his, I review the work of Nancy Chodorow, who was among the first to note that student development theory based on male samples disadvantaged women, Marcia Baxter-Magolda, Carol Gilligan, Ruthellen Josselson, Mary Field Belenkey, Blythe McVicker Clinchy, Nancy Rule Goldberger, and Jill Mattuck Tarule…and…. I discovered that each of these scholars approached sex and gender from a binary, essentialist, deterministic position which served to limit the understanding of sex and gender issues in the field of college student development. During the same period, work in the fields of anthropology, gender studies, psychology, sociology, and women’s studies were greatly expanding their understanding of sex and gender as components of identity. In this work I identify the deficiencies and limitations in the research in the field of college student development related to sex and gender identity development; note the challenges to our work with college students because of those deficiencies and limitations, and make practical recommendations to three groups of professionals who operate in the field of college student development—theorists and scholars, practitioners, and educators and provide a model for efficiently effecting change in the field.

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