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Att veta vem man är i en värld fylld av normer och regler kan vara en kamp för många. Vad identitet betyder beror på vem som tillfråggas vilket även skiner ljus på den komplexitet som existerar kring detta ämne. Denna undersökning utfördes i syftet att komma närmare upplevelsen av identitetsskapande hos unga svenskfödda individer med utländsk bakgrund. Åtta intervjuer genomfördes med unga individer mellan 20-24 år. En tematisk analys gav fyra teman som visade att upplevelsen av identitetsskapande hos unga svenskfödda individer med bikulturell identitet differentierar och att det finns både för- och nackdelar. I de svårigheter som representerades förekom även en positiv upplevelse av stolthet, och i de möjligheter som representerades förekom även en synlig kamp. Resultatet tydde på att bikulturella individer behöver känna sig accepterade och få synas som en individ utöver den bikulturella identiteten.

This ethnographic study examines the relationships between cultural commodities and identity formation in a Jamaican rural locale. This study represents 24 months of participant observation, participant interviews and artifact analysis in St. Thomas, Jamaica. This study provides analytic descriptions of how identity development is experienced by youth in St. Thomas during the era of Gaza vs. Gully. Chapter one outlines the statement of the problem and the research questions. Chapter two frames the literature and theoretical frameworks utilized in the study. The methodology of the study and the case for the utilization of ethnography is explained in Chapter three. The social, cultural, and political context of St. Thomas as well as the Gaza vs. Gully era is discussed in Chapter four along with the introduction of the four main participants of the study. Chapter five utilizes examples and experiences from the lives of the four main participants to analyze the features of identity development in this specific “time and space”. Conclusions about and implications of the data from the participant observation presented will continue to be addressed in Chapter six. The study’s findings should interest anthropologists focused on popular culture, globalization, and development as well as educational researchers who seek to understand the role cultural commodities play in identity formation and the conceptualization of youth cultures. / Urban Education

Research related to the school counselor's journey to social justice advocacy is minimal. An exploration of the school counselor's journey to social justice advocacy and the impact it has on the counselor's work with students is needed. Furthermore, research related to the needs and challenges of undocumented students have not been explored. The purpose of this study was to explore the social justice identity development of professional school counselors who identify as advocates for undocumented students through critical incidents. The study is grounded in Bobbie Harro's Cycle of Liberation and Relational Cultural Theory to answer the following research questions: (1) What do school counselors who identify as social justice advocates describe as critical incidents in their social justice identity development when working with undocumented students? (2) How have these critical incidents impacted the social justice identity development of professional school counselors? I enlisted a qualitative approach utilizing the Critical Incident Technique (Flanagan, 1954) to address the research questions. Six secondary school counselors participated in this study. Five were female, two were white, two were Hispanic, one was African-American, and one was bi-racial. Four were citizens, one was a naturalized citizen and one was a DACA recipient. One had been a school counselor for 1 - 3 years, two for 3-5 years, and 3 had been school counselors for more than 7 years. The critical incidents identified by the participants related to personal experiences such as parental influence, family experiences, and influence of educators; formal learning such as experiential learning and academic learning; past work experiences; and student impact on the counselor.  The school counselor's relationship with an undocumented student or immigrant played a role in the participants social justice identity development. The school counselors' identity development mirrored Harro's (2000) Cycle of Liberation. As a result of the critical incidents provided by the participants, connection and introspection emerged. The connection and introspection liberated the counselor and served as the process towards the counselors' social justice identity development. / Ph. D.

Citizenship laws in Denmark have become more restrictive since the early 2000s. The jus sanguini elements of citizenship hinder descendants of migrants from obtaining citizenship. Despite being born or growing up in the country, they must meet strict requirements to be granted a chance to stay. Additionally, an understanding of a national identity being tied to ethnicity and descent creates barriers for ethnic minorities in Denmark to assert their Danish identity. By conducting in-depth interviews with individuals excluded from citizenship and using the theoretical framework of ethnic identity development, this thesis seeks to explore the connection between citizenship and identity among non-Danish citizens who grew up in the country. The research found that due to the strict requirements and the common understanding of Danish national identity, the research participants were unable to fully explore their national identity, leading to lack of identity achievement.

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))