Historically, research on racial microaggressions has focused on adult populations within clinical as well as work environments. The literature is just beginning to examine microaggressions within the K-12 education system and with younger populations. It is important to assess how racial microaggressions are impacting high school students given that research has indicated that this population is experiencing racial injustices. The perpetration of racial microaggressions is the basis for students’ discriminatory experiences within these institutions. This work has recently become even more necessary given that the high school student population is becoming increasingly racially diverse while our teaching population has remained mostly White. The purpose of this study is to investigate how White educators’ White identity development translates to the racial microaggression commission in the classroom setting. This study took place across three public schools within the South United States. This study included five White educators and 25 of their non-White students. The educators were interviewed and a selection of their non-White students were surveyed. This data was then analyzed using Thematic Analysis (TA). TA was utilized to uncover where White educators were in their White identity development and to assess students’ experiences with racial microaggressions. This study explored White identity development using Helms’ (1990, 1995) White Identity Development model. Findings indicated that White educators were at various levels of their White identity development. The educators ranged from those who endorsed colorblind ideologies to those engaged in racial activism. The findings were structured into six overcharging themes: Adherence to Colorblind Attitudes, Initial Response to Emerging Awareness of Racism, Denigration of POC, Intellectual Understanding of Racism, Desire to Achieve a Nonracist Definition of Whiteness, Positive White Racial Identity. The student participants reported diverse experiences within the school setting. The results were organized into two overarching themes: Positive School Experiences and Negative School Experiences. Recommendations were offered for educator preparation programs, ongoing training for educations, as well as larger systemic alterations.

In spite of a newly developed military policy to facilitate gender integration since 2012, women service members in the U.S. Army today still face a discriminatory social climate. Male-dominated units foster the masculine ideal that subsequently leads to hypermasculine attitudes enabled through gender harassment behavior. Here, women employ coping strategies that facilitate either gender management or a balanced military identity, addressed in Culver's (2013) Gender Identity Development of Women in the Military (GIDWM) 4-phase matrix. A woman service member's position in the matrix is proportional to her level of gender management or military identity development. Similarly, her matrix position is directly related to the degree of gender harassment and cohesion within her unit, and the specific coping strategies she employs. These themes of gender harassment types and coping strategies, positive unit cohesion, and GIDWM identity position define the three research questions which are answered using the contextual framework and participant narratives. Taken together, the results showed that U.S. Army women service members successfully achieve a balanced military identity through effective leadership, mentorship, a cohesive unit, and self-actualization that promotes a meritocracy. These results facilitate an awareness of the present U.S. Army social climate and empower women in non-traditional roles to take similar steps towards a healthy, balanced identity. Therefore, this study represents a source of guidance and strength for and among women in male-dominated professions and presents empirical evidence to direct future gender harassment and gender integration military policies.

Although the effectiveness of group therapy has been highlighted, the underlying mechanisms involved in the group process have been under studied. The purpose of this study is twofold. First, the current study utilized an outcome mediation model to examine whether initial level of participation in the intervention (Control/No intervention, non-participatory, participatory) predicted change in Identity Conflict Resolution (IDCR), Personal Expressiveness (PE) and Informational Identity Style (INFO) at posttest, and Internalizing (INT) and Externalizing (EXT) behaviors at post and follow-up assessment. Secondly, the current study examined whether relationships between variables varied as a result of group differences in initial participation. The study utilized an archival sample of 234 high school students, ages 14 to 18, who participated in the Changing Lives Program of the Youth Development Project (YDP) since 2003. Structural equation modeling (SEM) was used to examine differences in direct effects as a result of initial participation on an outcome meditational model. To further analyze this model, SEM was utilized to conduct a multi-group solution to examine whether group differences based on level of initial participation in the variables

The purpose of the present study was to examine the self-perceptions of gifted individuals who have a disability that impacts their ability to learn and/or express knowledge, a population known as "twice-exceptional." Twice-exceptional participants were compared to gifted participants without disabilities to determine whether they differed in their self-perceptions. The self-perceptions that were measured in this study were self-esteem, global self-concept, academic self-concept, and sense of inadequacy. Scores from the Behavior Assessment Scale for Children--2nd Edition (BASC-2) and the Piers Harris Children's Self-Concept Scale--2nd Edition (Piers-Harris 2) from school-age youth (n = 97) between ages 7 and 17 were used in the present study. Participants included 40 gifted youth, 29 gifted youth with learning disabilities, and 28 gifted youth with Attention-Deficit/Hyperactivity Disorder (ADHD). Correlations that were calculated among age, gender, and scales measuring self-esteem, global self-concept, and sense of inadequacy for each group of twice-exceptional participants (G/ADHD, G/LD) revealed that neither age nor gender was significantly correlated with the three measures of self-perception. Self-Esteem and Total Self-Concept were positively correlated for each category of twice-exceptional participants, and Sense of Inadequacy was negatively correlated with the former two measures. Gifted participants with learning disabilities were significantly different from gifted participants without disabilities on Self-Esteem, Intellectual and School Status (a measure of academic self-concept), and Sense of Inadequacy. Gifted youth reported higher levels of self-esteem and academic self-concept, and lower levels of sense of inadequacy. Gifted youth with ADHD were not significantly different from either comparison group. All three groups reported scores in the average range, with the exception of Intellectual and School Status. On this measure, gifted participants without disabilities reported scores in the above average range. Within the entire sample of participants, Interpersonal Relations and Sense of Inadequacy were found to predict 61% of the variability in Total Self-Concept Scores. Research and practice implications of the findings from these analyses were discussed.

Current theory and research have suggested that adolescent friends share many similarities which range from strong similarities in sociodemographic variables to weaker correlations for personality characteristics. The goal of this study was to advance the base of knowledge related to similarities between friends by exploring relationships between early adolescent ego identity status and friendship strength, quality, and duration. First, the objective measure of Ego Identity Status was used to test the hypothesis that early adolescents in reciprocally identified friendship pairs are more similar in their ego identity status; no such relationship was found. Second, a measure designed to assess friendship qualities/strengths and duration lead to the conclusion that the quality/strength and duration of a friendship was also not associated with identity similarities. In addition, in-depth interviews of a subsample confirmed the findings associated with the full sample paper-pencil measures. Based on these findings, it appears that these early adolescents select friends who are not likely to operate within similar identity statuses.

Common discourse concerning the educational trajectories of African American males consists of dismal future outcomes due to defective schooling experiences in kindergarten through twelfth grades. There has been a disregard of counter narratives of high academic achievement and overall school success coupled with a highlighting of failure through deficit-based research practices. Consequently, African American males are positioned as delayed or troubled, which serves to perpetuate educational inequity. This study attempts to increase the scarcity of literature by giving voice to the experiences of high achievement among African American adolescent males attending a school designed to support the achievement of impoverished youth of color. Interpretative phenomenological analysis was used to investigate the lifeworlds of nine African American males in seventh and eighth grade at a private, college preparatory middle school in southwestern Florida. Individual, semi-structured interviews were conducted regarding their experiences of academic success. The results indicate that these young men developed positive scholar identities through a process that included the cultivation of academic achievement, sacrificing to succeed, trailblazing, striving for the good life, and planning for success while simultaneously rejecting deficit-based and peril portrayals of Black males. Practical implications for school psychologists, educators, and parents are discussed.

The current study examined religious identity in a Filipinx Christian immigrant adolescent and emerging adult sample (N = 197) in Canada. Religious identity was defined as the extent to which an individual has engaged in each of five processes of religious identity formation. A hierarchical cluster analysis was conducted to identify subgroups of participants based on their religious identity. Five subgroups were identified that represented different combinations of religious identity exploration and commitment, named Internalized, Ruminative Seeking, Indifferent, Externalized, and Undifferentiated. The study also examined whether participants in different religious identity clusters expressed their religiosity differently. It was found that participants with different religious identities differed in the level of religiosity expressed (i.e., some religious identity groups were more religious than others), but groups did not differ in the distinct ways religiosity could be expressed (i.e., all groups engaged in all dimensions of religiosity). There was also no evidence that religious identity differed based on participant age, contradicting expectations that religious identity would follow a developmental trajectory similar to other aspects of identity. Finally, the relations between religious identity clusters and enculturation and acculturation were examined to see if cultural change following immigration was related to the formation of religious identity. The findings suggested that Filipinx immigrants who were more oriented towards Filipinx culture were also more likely to be committed to their religious identity, and members of religious identities that were highly oriented towards Filipinx culture also expressed moderate to high levels of religiosity, suggesting that Filipinx culture emphasizes the importance of religious commitment and expressions of religiosity. The importance of immigration becomes more nuanced in participants who engaged in similar levels of enculturation and acculturation. Filipinx immigrants who were highly oriented to both Filipinx and Canadian cultures equally tended to be members of religious identities that experienced distressful exploration of religion. Filipinx immigrants with different levels of enculturation and acculturation may have used differences in their orientation towards Filipinx and Canadian cultures to help navigate their religious identity. The current study highlights variations in how different Filipinx Christian immigrants view their religious identity, and the importance of considering how immigration may influence religious identity formation. / Graduate

<p><strong>Title: </strong>The life is too soft to accord in to tariffs: an essay about youth and families with children who are recipients of economic support<strong>,</strong> their experience of their financial situation and the reception towards the social welfare.</p><p><strong>Author: </strong>Ana Becovic & Kerstin Olsson         <strong>Supervisor: </strong>Erik Wesser</p><p><strong>Institution: </strong>Humanvetenskapliga institutionen, Högskolan i Kalmar</p><p><strong>Type of Essay: </strong>Degree project, 15 ECTS                     <strong>Date</strong><strong>: </strong>December 2008</p><p>The aim for our study has been to examine how youth and families who are recipients of economic support<strong> </strong>on long term basis experience their contact with social welfare. The starting point for the question at issue has been the client's experience of their financial situation the reception and expectations towards the social welfare.</p><p>In our B-level study we carried out qualitative interviews with social welfare officers to find out how they applied the "child perspective" in granting financial support and to what extent they felt that they succeeded in meeting the need of the client. The conclusion was<strong> </strong>that there is still room for improvement in this field and particularly a wish to focus more on the child's situation and development. The officers told us that they tried to pay closer attention to the child's situation through asking about the children and by visiting the families at home.</p><p>They expressed awareness of the importance to a child's well being the financial situation of their family. They also expressed the need for the child to be able to take part in leisure time activities and having an active social life.</p><p>In this study<strong> </strong>our research method is based on qualitative interviews. Our questionnaires where handed out to social welfare officers and workers in an organization aiming their work at vulnerable youth.  The target group is the parents of younger/older children and young adults between 18 - 25 years. The result of our interviews has been analyzed in relation to earlier research and relevant theories. Final conclusion; the target group expresses a positive experience of their contact with social services. It became clear that the experience varied depending on which handling officer one met. An interesting point is how different the youngsters and their parents reason around needs and expectations.</p>

Graduation date: 2006 / The purpose of this dissertation was to explore the experience of gifted girls transitioning from elementary school to sixth and seventh grade. The current counseling literature in this area found that gifted girls often struggle emotionally when transitioning to sixth and seventh grade. The bulk of this literature was based on quantitative research methods, and often on girls who were older. For the field of counseling it is important to add literature to the field that expresses the views of girls who are in sixth and seventh grade, and that their views are expressed qualitatively. Qualitative research methods were utilized for this study, specifically the use of grounded theory. Seven research participants were selected and interviewed over a four-month period. Three of these participants were in sixth grade at the conclusion of the study, and one was in seventh grade. Three seniors in high school were also interviewed to provide confirming data throughout the study. The interview data was coded and analyzed using grounded theory techniques. The major findings of this study were that for these gifted girls transitioning from elementary school to sixth and seventh was not as difficult as the literature had stated. With a strong sense of identity, these gifted girls were able to balance their desire to work hard academically and their interest in extra-curricular activities. In being able to balance their academic lives, they were able to make friends and build connections. The connections they made in turn contributed to their sense of self and their experiences of sixth and seventh grade. The implications of these findings are that gifted girls who have a strong sense of who they are, and a connection to others can move through this transition smoothly. For counselors working with this population it provides another understanding of the issues that face gifted girls in sixth and seventh grade.

Welfare reform, as a social policy, has implications for higher education policy, because it restricts welfare-reliant women from seeking sufficient post-secondary education for economic mobility. The 2006 Deficit Reduction Act was reinterpreted in the 2008 final rule, allowing welfare-reliant mothers to pursue up to 12 months of post-secondary education. However, this is not sufficient for mothers to persist toward completion of associate's or bachelor's degrees. Recent scholarship has not adequately investigated the impact of this expanded access to post-secondary education. The purpose of this study was to investigate the essence of single welfare-reliant mothers' experiences in their life course from poverty to post-secondary education. To better understand the essence of their experience, this study utilized a transcendental phenomenological approach to investigate experiences that influenced their (a) pathways and social roles, (b) perspectives as sole providers, and (c) decisions to access and persist in post-secondary education. The three major findings of this study were presented in the context of a developmental life course framework supported by social role theory and women's adult The three major findings of this study were presented in the context of a developmental life course framework supported by social role theory and women's adult identity development concepts. The first major finding elucidated two distinct pathways to adulthood for six single welfare-reliant mothers. The three teen mothers experienced transitions to adulthood that were premature, truncated, and compacted. As a result they missed their developmental task of exploring possible selves in their transitions to adulthood. During their identity development as sole providers they returned to the task of exploring possible selves in their choices to access post-secondary education. The second major finding elucidated that single welfare-reliant mothers' perspectives as sole providers were experienced as an evolving adult identity, beginning with the birth of their first child and evolving throughout the era of early adulthood as mothers persisted in post-secondary education. The third major finding elucidated a recurring pattern of negotiating between role conflict and role salience experienced by single welfare-reliant mothers that resulted in critical junctures and recurring commitments to their decisions to persist toward post-secondary education goals. This study determined that commitment toward their adult identity as sole providers had a direct link to their commitment toward persisting in post-secondary education.