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Bakgrund: Att majoriteten av unga idag använder sociala medier är ett känt faktum. Inom den allmänna debatten finns en tendens att lyfta fram negativa aspekter och fokusera på riskfaktorer, som exempelvis att användning av sociala medier skulle bidra till ökad psykisk ohälsa bland unga. Forskning har emellertid visat att ungas användning av sociala medier är nyanserad och kan innebära både risk- och skyddsfaktorer. Under tonåren genomgår unga stora steg i identitetsutvecklingen, då unga lämnar barndomen för att närma sig ett självständigt deltagande i samhället. Eftersom unga frekvent använder sociala medier kommer de aktiviteter som utförs där att ha en påverkan på identitetsutvecklingen. Forskningen om detta har inte alltid haft det specifika fokuset att undersöka hur olika aktiviteter som utförs på sociala medier kan bidra positivt till ungas identitetsutveckling utifrån flera delar som hör till identiteten, varpå det bör undersökas närmare. Syfte: Att baserat på tidigare forskning undersöka hur de aktiviteter som unga utför på sociala medier kan påverka identitetsutvecklingen, och specifikt belysa vilken positiv inverkan sociala medier kan ha för detta. Metod: En systematisk litteraturstudie baserad på tretton vetenskapliga artiklar av internationell forskning. Artiklarna var av kvalitativ ansats och analyserades genom innehållsanalys. Resultat: Resultatet visade att unga utför många olika aktiviteter på sociala medier som är av betydelse för identitetsutvecklingen både gällandeidentiteten som inre process och identiteten som social process, vilka identifierades som huvudteman. Dessa aktiviteter delades in i underteman av att unga skapar och utforskar nya identiteter, utövar kontroll och självbestämmande, upplever social samvaro och gruppens godkännande, samt distanserar sig från vuxna, som alla har betydelse för identitetsutvecklingen. Unga behövde emellertid även hjälp av vuxna med att navigera det som sker på sociala medier och utveckla användbara strategier för att exempelvis hantera konflikter som uppstår. Slutsats: Det som bidrar till en positiv identitetsutveckling för unga via sociala medier bör uppmärksammas i hälsofrämjande syfte och användas av yrkesverksamma inom arbete med barn och unga, då sociala medier är en arena där majoriteten av unga rör sig och som därmed kommer att fortsätta påverka ungas identitetsutveckling. / Background: That the majority of young people today use social media is a known fact. Within the general debate, there is a tendency to highlight negative aspects and focus on risk factors, for example that the use of social media would contribute to increased mental illness among young people. However, research has shown that young people's use of social media is nuanced and can involve both risk and protective factors for young people. During adolescence, young people go through major steps in identity development, when young people leave childhood to approach independent participation in society. Since young people frequently use social media, the activities carried out there will have an impact on the identity development. The research on this has not always had the specific purpose of investigating how various activities carried out on social media can contribute positively to young people's identity development based on several parts that belong to identity, whereupon it should be investigated more closely. Aim: To investigate, based on previous research, how the activities that young people engage in throughsocial media can affect identity development, and specifically highlight the positive impact social media can have on this. Method: A systematic literature study based on thirteen scientific articles of international research. The articles had a qualitative approach and were analyzed through content analysis. Results: The results showed that young people carry out many different activities on social media that are important for identity development both regarding identity as an internal process and identity as a social process, which were identified as main themes. These activities were divided into the sub-themes of young people creating and exploring new identities, exercising control and self-determination, experiencing social togetherness and group approval, and distancing themselves from adults, all of which are important for identity development. Young people however also needed help from adults in navigating what is happening on social media and developing useful strategies for, for example, handling conflicts that arise. Conclusions: What contributes to a positive identity development for young people via social media should be noticed and used by professionals in work with children and young people, as it is an arena where the majority of young people move and which will thus continue to influence young people's identity development.

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Ce mémoire vise à comprendre le développement identitaire des personnes Noires LGBTQ+ dans le contexte québécois. Cette population vit plusieurs formes de marginalisation structurelle et interpersonnelle en raison à leur positionnement social intersectionnel, ce qui peut avoir des impacts nocifs sur leur capacité de s’affirmer. En se basant sur l’analyse interprétative phénoménologique en tant que cadre théorique et méthodologique, six personnes Noires et LGBTQ+ résidant au Québec ont été convoquées à des entrevues individuelles semi-structurées virtuelles d’une durée d’entre 90 et 120 minutes. Elles ont été recrutées par le biais des affiches de recherche diffusées sur les réseaux sociaux (Facebook, Twitter, Instagram), ainsi qu’aux organismes communautaires œuvrant auprès des populations Noires et LGBTQ+ au Québec. Elles ont explicité les contraintes au développement d’une identité cohérente ainsi que les facteurs ayant contribué à leur capacité de s’affirmer en tant que personnes Noires LGBTQ+ au Québec. Leurs réponses éclaircissent les facteurs clés qui ont un impact sur leur capacité d’affirmer pleinement leurs identités, autant positif que négatif. On découvre que le cloisonnement de leurs identités leur est imposé socialement et qu’un soutien intersectionnel peut leur permettre de réconcilier davantage leurs identités Noires et LGBTQ+. Les résultats de cette étude ont des implications importantes pour le travail social, démontrant que la profession peut agir comme vecteur de changement positif pour les personnes Noires LGBTQ+ du Québec. Notamment, on propose des mesures qui peuvent être mises en place pour favoriser le développement d’une identité cohésive pour cette population. / This thesis aims to understand the identity development of Black LGBTQ+ people in Quebec. This population experiences many forms of structural and interpersonal marginalization due to their intersectional social positioning, which can have harmful impacts on their ability to assert themselves. Using phenomenological interpretive analysis as a theoretical and methodological framework, six Black LGBTQ+ individuals residing in Quebec were invited to participate in virtual semi-structured individual interviews lasting between 90 and 120 minutes. They were recruited through research posters posted on social media sites (Facebook, Twitter, Instagram), as well as in the spaces of community organizations working with Black and LGBTQ+ populations in Quebec. Respondents explained the constraints to the development of a coherent identity as well as the factors that contributed to their ability to assert themselves as Black LGBTQ+ people in Quebec. Their responses shed light on the key factors that impact their ability to fully affirm their identities, both positive and negative. It is discovered that the compartmentalization of their identities is socially imposed on them, and that intersectional support can enable them to further reconcile their Black and LGBTQ+ identities. The results of this study have important implications for social work, demonstrating that the profession can act as a vehicle for positive change for Black LGBTQ+ people in Quebec. In particular, it highlights various measures that can be put in place to foster the development of a cohesive identity among this population.

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This study sought insight into the religious and cultural identity of emerging adults belonging to the Church of Jesus Christ of latter-day Saints(LDS) and the impact such identity had in relation to volunteering motivation. Participants included 24 emerging adult college students belonging to the Church. Thematic analysis was used to determine influencing factors that led to Church membership and how Church membership shaped self-perception. Participants shared volunteer experiences and motivation to volunteer in relation to Deci and Ryan’s (2000) self-determination theory (SDT) was examined. The motivation of relatedness was identified among 100% of participants as compared to competence (37.5%) and autonomy (16.7%). Findings suggest participants regard being children of God and serving children of God as an important factor of religious identity that influenced volunteer work. This study provides a guiding framework for volunteer organizations and how they can target recruiting efforts toward emerging adult Church members.

The recruitment and retention for underrepresented minority (URM) students in agriculture and natural resources have been minimal. The importance of elucidating the lack of representation of students of color and underrepresented minority (URM) students in these fields suggests that appropriate actions at the secondary school and collegiate level need consideration. According to Silas (2016, p.iii), "students of color are currently underrepresented in agricultural disciplines when examining the increasingly diverse make-up of the United States." Examining the recruitment and retention strategies institutions are currently implementing is critical because of the narrative of these particular fields in the treatment of students of color and URM students over time. Many students of color and URM students that are currently matriculating a degree or currently in a career in these respective areas have possibly experienced the imposter phenomenon and imposter syndrome. People may feel like an imposter regarding accomplishments they believe they do not deserve or questioning their ability to receive such accolades. When an individual inhibits these feelings, this is an example of the imposter phenomenon or imposter syndrome. The imposter phenomenon, first recognized by Clance and O'Toole (1988), is a motivational disposition in which persons who have achieved some level of success feel like fakes or imposters. Individuals likely experiencing these imposter feelings during a period were examined using a lens based on the Critical Race Theory (Bell; 1987, Crenshaw, 1989; Delagado andStefancic, 2012) and Racial Identity Development Theory (Helms, 1990; Helms, 1993). The phenomenological study examines the effects of IP/IS in URM graduate students in agricultural and natural resource-related majors and fields. This method focuses on the participants' lived experiences regarding this phenomenon. The study itself examined how URM graduate students dealt with these particular feelings in their respective environments and what solutions were suggested or needed. The researcher interviewed ten participants regarding their perceptions of diversity and inclusion in agriculture, natural resources, and STEM-related fields. / Doctor of Philosophy / The need for diversity and inclusion within agriculture, natural resources, and STEM-related fields is critical and imperative as the demographics of the United States are changing. The shortage of minority individuals within agriculture, natural resources, and STEM-based fields impede the ultimate success and potential within these areas. The utilization of underrepresented minority (URM) individuals within these spaces ensure proper diversity and inclusion methods within these environments. The minimal efforts of diversity and inclusion within these environments are likely to promote feelings of an imposter within these URM individuals which would likely hinder success and motivation. The imposter phenomenon and imposter syndrome are particular feelings in which persons who have achieved some level of success possibly feel like fakes or imposters. This study examines the perceptions of URM students that have perhaps experienced feelings related to this phenomenon in less diverse and inclusive settings. The researcher examines critical race theory and racial identity development by interviewing ten participants about their perceptions of diversity and inclusion and the imposter phenomenon and imposter syndrome within the agricultural, natural resource, and STEM-related majors and fields.