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Abstract Studiens syfte är att undersöka lågstadielärares erfarenheter av användningen av transspråkande i svenskämnet. Den teoretiska utgångspunkten i studien är det sociokulturella perspektivet med fokus på scaffolding, proximalautvecklingszonen och de medierande redskapen. Studien bygger på semistrukturerade intervjuer av fyra lågstadielärare med erfarenheter av transpråkande i sin undervisning. Intervjuerna har bearbetats med hjälp av innehållsanalys för att på så sätt urskilja likheter och skillnader i lärarnasundervisning samt kunna se vad som är vanligt förekommande med transpråkande som arbetssätt. Det som framkom från intervjuerna och kunde belysas med hjälp av innehållsanalysen var att lärarna använder sig av olika hjälpmedel för att möjliggöra transspråkande i undervisningen såsom handledare, dator, lexikon. Digitala hjälpmedel så som olika appar, lärosajter på internet och google translate tycks vara det som används mestadels vid transspråkande. Nyanlända elever verkar vara dem elever som transpråkande används mest med för att utveckla deras svenska språket. Av resultatet går det också att urskilja olika utveckling hos elever genom användandet av transpråkande. De tar till sig olika ämnesbegrepp och uppnår en högrekunskapsutveckling. Studiens resultat visar att transpråkande i svenskundervisning gynnar flerspråkiga elevernas utveckling och stärker deras självförtroende. Transspråkande beskrivs som en förutsättning för att lyckas i svenskämnet särskilt för nyanlända elever.

The purpose of this study was to investigate the relationship between racial identity development and career thoughts for Black seniors at an urban high school. The available population was 557 Black senior students at a high school in Orange County, Florida. With respect to this population, socioeconomic status, influences on career interest, parental level of education, parental occupations, post-secondary intentions, and plans to take the SAT or ACT were some of the specific demographic variables that were analyzed. Results from a variety of simple regression analyses revealed significant positive relationships between Black seniors' perceptions of their racial identity development and their career thoughts. By way of simple regression analysis, the five variables (domains) of the Black Racial Identity Attitude Scale were analyzed in relation to the three variables (domains) of the Career Thoughts Inventory and demographic variables. With the exception of the internalization stage of Black racial identity development, statistically significant relationships were found between each of the stages of Black racial identity development (preencounter, encounter, and immersion /emersion) and the measures of the Career Thoughts Inventory (decision making confusion, external conflict, commitment anxiety). Results of the data suggest that individuals in the preencounter, encounter, and immersion /emersion stages of Black racial identity development will have moderate to high scores with respect to decision making confusion, external conflict, commitment anxiety, and negative career thoughts overall. In other words, the less developed one's racial identity, the greater the likelihood of a higher degree of negative thoughts about career and career choice. As well, the results, for the most part, supported the proposed hypotheses. This initial investigation should be replicated using a large sample size and other statistical analyses in order to ascertain more and in order to more accurately determine the nature of the relationship between racial identity development and career development for Blacks.

This study provides insight into the lives of stigmatized people by describing the effects of stigma on minority identity development. The stigmatization of certain groups within the school perpetuates the physical and psychological abuse outside in society. Because gay people are more at-risk for overt displays of stigmatization than most minority groups in our society, this study chose to investigate adolescent homosexual identity and the effects of stigma in their lives. This dissertation presents the findings of a qualitative study of approximately fifty, self-identified, gay male, lesbian, and bisexual youth in an urban setting. The study was conducted by the author between July 1993 and August 1994. Analysis focused on the role of stigma and stigma-management techniques on adolescent gay male, lesbian and bisexual identity. Findings revealed variations on how gay youth experience the developmental tasks of adolescence, the stages of homosexual identity development, and membership in ethnic minority communities. The participants in the study made suggestions for reforming the educational process in order to create a more tolerant school environment for gay teenagers. Within the limits imposed by a qualitative methodology employed, these findings have several implications for teaching, education policy, and the development of new theory.

Denna uppsats handlar om adoption utifrån identitet och anknytning och fokuserar på hur föräldraskap påverkas av dessa faktorer. Syftet är att undersöka hur internationellt adopterade vuxna upplever sitt föräldraskap och hur detta påverkas i förhållande till identitetsutveckling och anknytning. Tidigare forskning har visat att det inte finns endast ett sätt att uppleva adoption på, utan erfarenheter skiljs åt från individ till individ. Det har visat sig finnas ett begränsat utbud av forskning av ämnet adoption och föräldraskap och där resultatet varierat. Uppsatsen utgår ifrån en kvalitativ metod, då denna anses som mest passande för att kunna ta del av intervjupersonernas egna erfarenheter och tankar kring föräldraskap som adopterade. Materialet är insamlat genom semistrukturerade intervjuer från sex individer som blivit adopterade till Sverige och materialet har sedan analyserats utifrån en tematisk analysmetod. Resultatet visar att adoption har påverkat adopterade individers föräldraskap på så sätt att utseendemässiga likheter och att ha samma blod är av stor betydelse, samt upplever större kontrollbehov och separationssvårigheter. Det framkommer även att adopterade inte kan tänka sig att adoptera själva, vilket förklaras med att det inte anses vara enligt barnets bästa. / This study explores adoption based on identity and attachment and focuses on how parenting is affected by these factors.  The purpose of this study is to investigate how transnational adopted adults experience their parenthood and how this is affected in relation to identity development and attachment. Previous research has shown that there is not only one way to experience adoption, but experiences are separated from individual to individual. There has been a limited range of research on adoption and parenting and where results have varied. The study is based on a qualitative method, as this is considered most suitable for being able to take it from the participants' own experiences and thoughts about parenthood as adopted. The material is collected through semi-structured interviews analyzed based on a thematic analysis method. The results show that adoption has affected the parenting of adopted individuals in such a way that similarities in appearance and having the same blood are of great importance, as well as experiencing a greater need for control and separation difficulties. It also appears that adoptees cannot imagine adopting themselves, which is explained by the fact that it is not considered to be in the best interests of the child.

Community based youth programs play a significant role in promoting positive youth identity development outside of the classroom. This can be particularly important for racialized groups such as Asian Americans and Pacific Islanders (AAPI). Based on ethnographic research conducted at Asian American LEAD, this thesis explores the effect of a five week summer program on AAPI youth identity development. Data collection methods include participant observation, a pre- and post- survey, and semi-structured interviews with staff, participants, and program alumni. The research findings highlight how ethnic and racial identity development is fostered through the creation of safe spaces, shared struggles with peers and staff, and recognition of one's AAPI identity.

Text messaging, e-mail, instant messaging, and social networking sites are changing the way people interact with each other. The popularity of these communication technologies among emerging adults in particular has grown exponentially, with little accompanying research to understand their influences on psychosocial development. This study explores the relationship between communication technology usage (text messaging, e-mail, instant messaging, and social networking) and adolescent adjustment among 268 high school students. It was hypothesized that use of communication technology would be related to psychological adjustment, including identity development, relationship attachment and peer conflict. Participants were recruited from three public high schools in central Florida (69% female, 81.9% White). Time spent using communication technology was significantly correlated with psychological symptom severity (i.e. anxiety and depression), identity distress, peer aggression, and existential anxiety. It was also significantly but negatively correlated with relationship avoidance. Degree of usage of communication technology for interpersonal communication was significantly correlated with peer aggression, relationship anxiety, and existential anxiety. Those with a preoccupied style (high in relationship anxiety, low in relationship avoidance) spent significantly more time using communication technology than those in the dismissive (high in avoidance, low in anxiety), fearful (high in both), and secure (low in both) styles. Further analyses and their implications for adolescent development will be discussed.

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No description available.