This research effort is based on the life and development process which the author has experienced and is currently experiencing. This effort for all intents and purposes, is an individual self-study. "Critical Incidents" have been utilized to develop a sense of understanding for the reader. In reading this paper, one can see that at times negative social and cultural situations would cause the author an unusually high level of inner stress, which was not always apparent to the outside world.

This thesis examines how archives and archival pedagogy can be used to increase the visibility and availability of LGBTQ-history. The aim of this thesis is to explore how archival pedagogy can be used to benefit LGBT-people’s identity formation and what role(s) archives could offer. The thesis is based in textual analysis combined with a visit at QRAB, Sweden’s only LGBTQ archive, and research into the kind of archival materials available. It uses queer theory, norm critical pedagogy and archival pedagogy to evaluate the materials available as well as develop an example of an archival pedagogical tool known as the “archive suitcase.” Both literature and archival material with direct connection to LGBTQ-history have been usedfor a historical summary over Sweden’s LGBTQ-history. The visit to QRAB also resulted in a presentation of archival materials available and an example for the archive suitcase with a focus on trans and gender nonconforming history. The study concludes that archives have a major role to play in the advancement and promotionof LGBTQ-history and therefore also in LGBTQ-people’s identity formations. It also accounts for ways the archives can use their existing archival material in their archival pedagogy outreach. This is a master’s thesis in Archival Science.

The comprehensive evidence presented by a number of researchers established that the nature of the classroom environment has a potent influence on students' academic, social and psychological development. This thesis set out to advance the idea that taxonomy of relevant optimum conditions for identity development can serve to illuminate thinking and research on the impact of the classroom environment on identity development in adolescence. A systems approach was used. The subjects were Grade 11 pupils of a high school in Gauteng. They completed questionnaires in paragraph format, and case studies were conducted with five students. Questions relating to their classroom environments were asked. The unit of study was primarily the classroom, but since the classroom is part of the larger school system, aspects of the school environment were explored as well. Positive and negative elements in the classroom environment, that enhance or hamper identity development, were identified. Recommendations were made to improve the classroom environment in order to create an environment that is conducive to identity development, and ultimately, academic achievement. / Psychology / D.Litt et Phil (Psychology)

林詠璋. / 呈交日期: 2004年7月 / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻 (p. 307-323). / Cheng jiao ri qi: 2004 nian 7 yue / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts also in English. / Lin Yongzhang. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 307-323).

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The comprehensive evidence presented by a number of researchers established that the nature of the classroom environment has a potent influence on students' academic, social and psychological development. This thesis set out to advance the idea that taxonomy of relevant optimum conditions for identity development can serve to illuminate thinking and research on the impact of the classroom environment on identity development in adolescence. A systems approach was used. The subjects were Grade 11 pupils of a high school in Gauteng. They completed questionnaires in paragraph format, and case studies were conducted with five students. Questions relating to their classroom environments were asked. The unit of study was primarily the classroom, but since the classroom is part of the larger school system, aspects of the school environment were explored as well. Positive and negative elements in the classroom environment, that enhance or hamper identity development, were identified. Recommendations were made to improve the classroom environment in order to create an environment that is conducive to identity development, and ultimately, academic achievement. / Psychology / D.Litt et Phil (Psychology)

In her novel Arabian Jazz, Diana Abu-Jaber attempts to explore the Arab American identity as something new; as an identity that exists related to, but ultimately separate from, the Arab and American identities from which it was originally created. This thesis discusses the emergence of the depiction of the Arab American female identity in the novel, examining how the characters explore issues of race, class, imperialism, and sex within both the Arab and the American cultures as those issues shape female identity. The thesis also presents a rhetorical analysis of the speeches that allow the characters a voice with respect to how identity is shaped and reshaped throughout the novel.

Indiana University-Purdue University Indianapolis (IUPUI) / El propósito del presente estudio es cultivar un entendimiento avanzado de este proceso de construcción identitaria por medio del análisis de un cuestionario diseñado para explorar las relaciones complicadas entre el estudio de lenguas extranjeras, la cultura y la identidad. Específicamente, examinaré los efectos del componente cultural en sus diversas manifestaciones durante el estudio de una lengua extranjera para acertar cómo interactúan varias experiencias culturales en la creación de una identidad L2, qué efectos tienen ciertas experiencias en esta construcción o renegociación identitaria y cuáles son las experiencias culturales que más influyen y contribuyen a la creación de una identidad L2. Además, exploraré las varias combinaciones de tales experiencias culturales para relacionarlas con la fuerza y la profundidad de la identidad L2 construida, estableciendo así patrones preestablecidos si los resultados del cuestionario revelan correlaciones claras. Este proceso de crear, reconstruir y renegociar una identidad L2 por medio de un conjunto de experiencias de exposición cultural es un fenómeno válido con importantes implicaciones pedagógicas tanto para la enseñanza de lenguas extranjeras como para el campo de la adquisición de segundas lenguas. Es mi creencia que las conclusiones del presente estudio serán imprescindibles para la enseñanza de lenguas extranjeras, puesto que los patrones revelados por el cuestionario podrían influir la formación de nuevos currículos y programas de estudio orientados más a la enseñanza—y exposición—de la cultura de la lengua meta. Con el propósito de ayudar con el proceso de renegociación identitaria ya establecido en la metodología de enseñanza, estos nuevos currículos podrían incorporar los componentes culturales más efectivos en la construcción de una identidad L2. Por extensión, la implementación de estos nuevos programas de estudio quizá cambiará la manera en la que los estudiantes se acerquen al estudio lingüístico y facilitará el aprendizaje de lenguas extranjeras tanto en el aula como en el extranjero, logrando de este modo mejores resultados y la creación exitosa de más hablantes proficientes.

In a study of psychological well-being, the researcher attempted to address the challenge of preventing mental illness and promoting mental health using an educational psychological perspective based on Unisa's Relations Theory. According to Relations Theory, humans are understood by the relationships they form. The intra-psychic interaction of the components of the intra-psychic structure (I/ego, self, identity and self-concept) is responsible for people's behaviour, with the essences (attachment of meaning, involvement, experience and self-actualising) and the prerequisites (the forming of relations , the life-world and climate) forming the basis of the structure. The researcher developed and administered a questionnaire on psychological well-being and conducted interviews, and on the basis of the findings reports that psychological well-being from an educational psychological perspective consists of a healthy and positive ego and self, clearly defined identities, positive thoughts and feelings, involvement in the life world, a positive and realistic self-concept and constructive self-talk, and self-realisation. / Educational Studies / M. Ed. (Guidance and Counselling)

The goal of this study is to point out the influence of earlier experiences, and in particular the experiences in utero, on the identity formation of the adolescent. Although the identity problem is generally associated with the development during the adolescent years, the researcher strives to point out the relation between identity problems as they manifests in later years, and the intra-uterine experiences. The research view this problem from three different angles: i. A study that examines the identity problem as it occurs during adolescence, as well as the causes of the problem. This study points out the main characteristics of the identity problem, as well as the way it manifests during the adolescent years. ii. A study of psycho-neurobiological models offers an explanation of the influence of memory on behaviour. This study gives the neurological explanation of how and why the very first experiences that are encoded in memory, have a distinct and prevailing influence on the behaviour of the individual. The encoding of memory takes action as soon as there is sufficient neurological development - this occurs at some stage in the development of the fetus in utero. The behaviour is not controlled by the past experiences, but by the perceptions and associations that are formed during encoding of memory. iii. A description of regressive therapies that enable the researcher to retrieve the memory from the subconscious mind, and reframe the perceptions and associations that were formed through earlier experiences, in order to change the behaviour. Two types of therapies are discussed - hypnosis and kinesiology. A qualitative study is performed on three respondents. This study points out the significance of the intra-uterine experiences on the development of the identity problem as it manifests in later years. It also indicates the fact that, although the past experiences can never be changed, the perceptions and associations that were formed during the encoding of the memory of the experience can be changed through reframing. The reframing of the experiences and the reformation of perceptions and associations have a definite and positive effect on the behaviour of the individual. / Educational Studies / D.Ed. (Psychology of Education)