Removing the vulnerability of a stereotype threat can weaken the stereotype’s negative influence. However, stereotype threats can be produced simply by reminding individuals of their stigmatized social identity. In this study, a typical explicit stereotype threat was compared with two types of reports on positive role models to determine whether the influence of stereotypes varied according to the type of report. In total, 178 college athletes were recruited and randomly assigned to the explicit threat group (EX group, n = 46), report on a special case group (RS group, n = 42), report on a general topic group (RG group, n = 46), or neutral report group (control, n = 44). The participants first read a short text with manipulated context. They then completed scales assessing career adaptability and optimism and were asked to choose whether to complete a scholastic test with high or low difficulty or not take the test at all. The career adaptability and optimism scores of the control group were higher than those of the RS and EX group. The career optimism scores of the RG group were higher than those of the EX group. Fewer participants opted for the difficult version of the scholastic text in the EX and RS groups; the majority of participants in these groups chose to not take any test. The results indicated the influence of negative stereotype threats and indicated that reading the news report on the special case did not have a positive and encouraging effect on the participants.

Background: The implementation of female networks is a recognized organizational tool to support similar social identities receiving marginalization, such as women. Still, gender inequalities seem to persist, and the effectiveness of these networks is questioned. It has been proved that when men are engaged in gender inclusion programs, the organization sees drastic improvements in reducing gender inequality than if men are not involved. In recent years, the concept of Allyship has been presented as a way to include men in gender equality work. Allyship seems to be an increasingly appreciated tool to support women and, at the same time, help organizations adapt their work culture and inclusion values.  Research problem: Despite the prevalent perception that allyship can be a valuable way for organizations to diminish gender inequality, most organizations continue to focus their efforts, initiative, and measures only on women. There is still a research gap regarding the paradox of what women consider to be an excellent ally, whom they believe can become an ally, and how they prefer that an ally should behave and act. Purpose: The purpose of this study is to explore how members of female networks perceive and leverage male allies to combat gender inequality in male-dominated organizations. By putting this phenomenon in the limelight, we aim to contribute to a deeper understanding of how members of female networks experience male allies and the concept of allyship in its entirety and thereby offer essential insights to scholars and practitioners. Method: Our research methods were based on qualitative, explorative research and followed multiple case study. Our empirical data was conducted from 17 in-depth, semi-structured interviews with participants from eight different male-dominated organizations. The empirical data was further analyzed using a grounded theory for the analysis process. Conclusion: As a result of the findings, a framework was developed explaining how members of female networks perceive potential allies as 1) suitable members of the majority group, 2) top management, and 3) influential members from the same minority group. Additionally, it reveals how members of female networks would appreciate leveraging allies through autonomy-oriented help in 1) cheerleading, 2) continuous support, and 3) immediate confrontation.

Motel life has existed in the United States for over 100 years. However, it was not until the HEARTH Act in 2009 changed the federal definition of homelessness that those who live in motels more or less permanently were considered homeless persons. This project utilizes qualitative, semi-structured interviews with 18 families with children who are living in motels to explore their experiences with motel life and social service providers, their housing identity, and identity management strategies. Findings show that most of the motel residents did not identify with the conventional definition or image of homelessness and instead negotiated the term to fit their situation. Although they did not initially self-identify as homeless, when discussing policy recommendations all participants adopted a homeless social-identity (i.e., they identified as members of the homeless social category). As members of the homeless community, the participants agreed that homeless families in the area needed more attention and assistance. Participants were aware that outsiders would view them as homeless and during their interviews several identity management strategies were used. Motel residents described a hierarchy of homelessness and placed themselves at the top of it, perceiving themselves to be better people than even other motel residents. The identity management strategies employed by the participants were meant to show how they were good people who were just stuck in a motel because of circumstances outside of their control and how they were deserving of assistance to help their families move out of the motel and obtain adequate, permanent housing.

Researchers have investigated music education majors’ process of socialization to a teacher identity and found evidence of bias against the music education career path regarding perceptions of performance ability. Researchers have also identified that those on musical career paths share influential experiences and influences during adolescence in common, mostly related to performance. The purpose of this study was to examine, thorough the lens of social identity theory (SIT), whether these biases were formed during adolescence. The participants for this study were 821 high school musicians of varying experience and backgrounds. Participants reported significantly stronger levels of self- categorization (V = 0.256, F [5, 816] = 56.11, p = < .0001, η2 = .256) and differentiation (V = 0.459, F [5, 816] = 138.35, p = < .0001, η2 = .459) in favor of the music performance career path. In contrast, participants allocated resources significantly (V = 0.021, F [1, 821] = 17.39, p = < .0001, η2 = .021) in favor of the music education career path. Multiple regression of self-categorization, differentiation, and resource allocation scores found significant predictors among each of the demographic characteristics. Scores of 12th grade participants were significantly more in alignment with the music performance career path when compared to 9th grade participants, as was an increase in median family income percentile. Those who identified as soloists self-categorized and differentiated significantly in favor of the music performance career path compared with those who identified a choir as their main performance ensemble. The intention to major in music was also found to be a significant predictor of self-categorization and resource allocation in favor of the music performance career path when compared to those who were unsure or did not intend to major in music. Findings from this study demonstrate that the biases found among undergraduate musicians are present among adolescent musicians, along with other aspects of social identity development. Strategies to combat these biases are discussed, as well as the implications of these results as a possible outcome of the centrality of performance in music education.

Since the Islamic Revolution in 1979 Iran has employed a deliberate and successful strategy centered around the use and support of various proxies, notably Hezbollah and Hamas who are part of the Iranian led Axis of Resistance. There is a vast literature that has studied different aspects of this Iranian proxy dimension, but relatively little research has been conducted on propaganda as a unifying mechanism. This thesis thus expanded upon the current literature through a content analysis of the propaganda produced by Iran, Hezbollah, and Hamas in order to gain a fuller understanding of how cross-group cohesion has been achieved. The analysis incorporated social identity theory, and identified how the propaganda could be used in accordance with three theoretical dimensions: Identity constructions, Justification for Violence, and Weaponization of the ummah. The findings revealed how cross-group cohesion was achieved through the creation of a dichotomous worldview, consisting of an ingroup that is existentially threatened by an outgroup consisting of the West and Jews. Moreover, they use conspiratorial rhetoric combined with victimhood in order to frame the struggle as an ongoing religious war against Islam. The thesis concludes with a theoretical discussion on the normative assumptions that underpin the propaganda, arguing that the cross-group cohesion is dependent on the creation of shared identities based on victimhood, religious references, and the creation of shared external enemies.

This thesis seeks to answer questions regarding Paul’s understanding of Christian identity by arguing that Paul views Christian identity as a superordinate or New Human identity in which many previous identities persist as subordinate identities, transformed by the superordinate Christian identity—although some previous identities must cease as they are not compatible with the superordinate Christian identity. Utilizing the combined approaches of Social Identity Theory and Self-Categorization Theory, I describe the perspectives that Paul presents in his correspondence with the Thessalonians, Galatians and Corinthians. As regards the Thessalonians, Paul observes that the Thessalonians succeeded in adopting Christian identity. In comparison, the Galatians, while recognizing their need for transforming their subordinate identities, are foolishly attempting to adopt a Judean identity. Finally, Paul rebukes the Corinthians for failing to appropriately adopt Christian identity and for choosing instead to continue to live according to their Old Human identity. / Thesis / Master of Arts (MA)

Against the background of an increasing number of cyclists sharing the infrastructure with an also rising number of e-scooter riders in Germany, the question of considerate coexistence among both modes of transportation, especially on shared infrastructure (on- or off-road) arises. In various contexts (e.g. work, education), studies have shown that social identity has an impact on how members of an ingroup ('us') and outgroup (''them') are perceived. These studies are based on social identity theory, which postulates members of the ingroup are more likely to be favored and members of the outgroup are more likely discriminated and stereotyped. This ingroup favorism or outgroup discrimination can refer to attitudes, cognition, and behavior. Initial research in the traffic context by, on which the present study builds, suggests that social identity also plays a role in traffic. Apart from that, research on social identity in traffic is scarce. The aim of the study is to determine whether the role as cyclist or e-scooter rider in traffic can serve as social identity, and subsequently whether ingroup-outgroup phenomena, such as ingroup favorism and effects of outgroup discrimination can be observed. [from Introduction]

Cette recherche se penche sur l’organisation post-migratoire de la communauté turque de Montréal et sur l’influence de cette organisation sur l’utilisation de la langue turque. La recherche a pour but de vérifier deux hypothèses interdépendantes. La première hypothèse est que la communauté turque de Montréal, loin d’être monolithique, est hautement structurée. La deuxième hypothèse est que la structuration de la communauté se reflète dans le discours et se manifeste dans l’utilisation de la langue turque. Afin de vérifier ces deux hypothèses, nous avons utilisé une triple méthodologie. D’abord, les caractéristiques et les dynamiques sociales de la communauté immigrante ont été notées et décrites selon la méthode d’observation participante. Par la suite, des entrevues semi-dirigées ont été réalisées auprès de quarante immigrants turcs (17 femmes et 23 hommes, âgés de 18 à 70 ans et à Montréal depuis au moins 5 ans). Les entrevues ont été structurées en trois modules thématiques : le premier portait sur l’histoire personnelle ; le deuxième traitait de la langue, et le troisième était consacré à l’organisation de la communauté turque et à l’actualité. Finalement, des variables linguistiques pouvant révéler les différences d'utilisation de la langue des groupes de la communauté turque ont été étudiées : 1- le choix lexical pour parler des femmes et des conjoints, et 2- la variété et la fréquence des marqueurs métadiscursifs. Notre étude ethnographique démontre que les Turcs de Montréal forment une communauté immigrante divisée en au moins deux communautés de pratique (CP), traditionnaliste et progressiste, chacune avec ses propres lieux d'interaction sociale, son propre discours et son propre style. L'affiliation des participants à l’une ou à l’autre est tributaire de leurs orientations politiques et de leurs pratiques religieuses. Notre étude a permis d’identifier parmi les participants un troisième groupe, périphérique, n’appartenant à aucune des deux CP. L’analyse du choix lexical a montré que la caractérisation lexicale de la conjointe variait considérablement entre les CP. Il a été observé que les hommes de la communauté traditionnelle préféraient le mot hanım (fr. dame) lorsqu'ils parlaient de leurs femmes, tandis que ceux de la communauté progressiste choisissaient le mot eş (fr. épouse). Ce résultat vient confirmer notre 4 hypothèse selon laquelle les membres de la communauté indexent leur identité sociale à travers la variation lexicale dans les vocables liés au genre. L’analyse a aussi montré que l’identité sociale des individus influence l’utilisation des marqueurs métadiscursifs selon le thème de discussion. Même si l’utilisation des supporteurs semble favorisée par les membres périphériques, les tests statistiques n’ont pas montré de différence significative entre les groupes. Dans le cas des atténuateurs, leur utilisation est significativement favorisée par les membres périphériques, ce qui reflète leur neutralité sociopolitique. L’utilisation des marqueurs métadiscursifs varie également en fonction des thèmes abordés. Si l’utilisation de marqueurs métadiscursifs atténuateurs et supporteurs des participants est équilibrée lorsqu’ils parlent de leur histoire personnelle d’immigration ou de la langue, l'utilisation d'atténuateurs augmente et l'utilisation de supporteurs diminue lorsqu’ils parlent de l’organisation de la communauté turque et de l’actualité. C’est surtout parmi les membres progressistes et traditionnels que cette différence est plus évidente. Cette tendance des participants peut s’expliquer par la volonté d’éviter de marquer son identité en lien avec des enjeux sociopolitiques sensibles en contexte d’entrevue sociolinguistique. / This research examines the post-migration organization of the Turkish community in Montreal and the influence of this organization on the use of the Turkish language. The research aims to test two interrelated hypotheses. The first hypothesis is that the Turkish community in Montreal, far from being monolithic, is highly structured. The second hypothesis is that the structuring of the community is reflected in the discourse and manifested in the use of the Turkish language. In order to test these two hypotheses, we used a triple methodology. First, the characteristics and social dynamics of the immigrant community were noted and described using the participant observation method. Then, semi-structured interviews were conducted with 40 Turkish immigrants (17 women and 23 men, aged 18 to 70 and in Montreal for at least 5 years). The interviews were structured in three thematic modules: the first dealt with personal history; the second with language; and the third with Turkish community organization and current events. Finally, linguistic variables that may reveal differences in language use among groups in the Turkish community were studied: 1- the lexical choice to talk about women and spouses, and 2- the variety and frequency of metadiscursive markers. Our ethnographic study shows that Montreal Turks form an immigrant community divided into at least two communities of practice (CP), traditionalist and progressive, each with its own sites of social interaction, its own discourse and its own style. Participants' affiliation to one or the other is dependent on their political orientations and religious practices. Our study identified a third, peripheral group of participants who do not belong to either CP. The analysis of lexical choice showed that the characterization of the spouse in particular varied considerably between the CPs. It was observed that men from the traditional community preferred the word hanım (eng. lady) when talking about their wives, while those from the progressive community chose the word eş (eng. spouse). This result supports our participant observation that community members index their social identity through lexical variation in gender context. The analysis also showed that individuals' social identity influences the use of metadiscursive markers according to the topic of discussion. Although the use of boosters appeared to be favored by peripheral members, statistical tests did not show a significant difference between groups. In 6 the case of hedges, use was significantly favored by peripheral members, reflecting their socio political neutrality. The use of metadiscursive markers also varied by topic. While participants' use of hedge and booster is balanced when talking about their personal immigration history or language, the use of hedge increases and the use of booster decreases when talking about Turkish community organization and current events. This differentiation is most evident among progressive and traditional members. This tendency of participants may be explained by the desire to avoid the risk of marking one's identity in connection with such sensitive socio-political issues in the context of a sociolinguistic interview.

With the intention of understanding the opportunities, challenges, and construction of identity that foreign teachers encounter through their work in France, my study is grounded in the theory that identity is changeable, ongoing, and influenced by both past and current living situations. Furthermore, the professional, social and cultural theories propose that identity is constructed through our work and our place within a group or a culture.   Six foreign- born teachers, who are active at university level as foreign language teachers in France, were interviewed with the aim of answering the following research questions: “Which challenges and opportunities do foreign born teachers acknowledge in their work with the French students? “and “How do foreign born teachers construct their identity within the French classroom? “. The interviews were conducted one-on-one and the data was analyzed and compared to former studies. The participants were both native speakers and non- native speakers.    The findings of my study proposed that the challenges in the French univeristy classroom contain a reluctance to speak as well as a preference for written and marked exams over communication skills within the student body. An inclination to use American English was also noticed. Shame of accent but especially the group dynamic was mentioned as factors. Conversely the students showed a positive attitude and appreciation towards foreign teachers.    The study established that the participants shaped their identity through a dual process: firstly, by encouraging their students to acclimate to their teaching approach, incorporating subjects and techniques from their countries of origin, and secondly, by adapting to their student body. This adaptation involved mastering the cultural codes and adjust to the expectations of the students. Although it was noted a challenge to find a balancing act between the two cultures, it appears that the link to the country of origin was rather reinforced than replaced. In order to demonstrate an understanding of their students' circumstances, many participants downplayed their proficiency in French as a means of connecting with their students' experiences.

Coaching (professional, business, executive, leadership) has been shown to be effective generally speaking, but questions remain regarding the explanatory mechanisms underlying coaching. I first propose a context-general model that unpacks the sociocognitive dynamics within coaching. The model explains the emergence of different types of coaching relationships, and how the nature of these relationships differentially determine coaching outcomes. Research and theory on social identity construction and information processing in dyads provides the foundation upon which I outline a model describing the process and dynamics of coaching identity emergence. Beyond this emergence, my proposed model states that the coachee's understanding of appropriate interpersonal relations and division of labor between coach and coachee (i.e., his/her situated coaching identity or coaching structure schema) should partially dictate the focus and depth of the coachee's information processing during a coaching engagement. Past research has shown information processing to be a key determinant of decision-making and goal commitment, both of which are desirable outcomes within the coaching domain. To explore these issues, I developed a coaching exercise which simulated some of the early aspects of business, leadership, or executive coaching. During this simulation, participants were guided through a process which enabled them to think and talk about their strengths and weaknesses when using different conflict management behaviors. In discussing these aspects of conflict management, participants and coaches (i.e., trained research associates) walked through a supplementary process to facilitate the development of a series of goals (an "action plan") that would enable the participant to improve his or her conflict management behaviors. At the end of the coaching session, participants were asked to what extent they felt committed to the goals they had developed and whether or not they expected them to be efficacious. Throughout the coaching session, participants were also asked at designated break points to report their levels of information processing and their understanding of the coaching structure schema for that particular coaching relationship. The experimental manipulation was presented at the beginning of the session, wherein the coach would explain to the coachee what the ideal nature of coaching should be. These explanations varied in terms of ascribing responsibility and division of labor - either to a generic coaching process, to the skill and ability of the coach, to the creativity of the participant, or to the joint interaction between coach and participant. Among other things, I hypothesized that coaching structure schemas that emphasized the participant's role in the coaching process would encourage more information processing, and consequently higher levels of goal commitment. Hypotheses were largely confirmed, showing that information processing and coaching structure schemas are important predictors of goal commitment at the end of one coaching session. The effects of the manipulation were mixed. Claiming behaviors - that is, the coach ascribing responsibility for coaching effectiveness to him/herself - were only marginally effective in shaping participants' coaching structure schemas. Granting behaviors - communicating to the participant that they are responsible for coaching effectiveness - were much more effective in facilitating helpful information processing and driving higher levels of goal commitment. One possible explanation for the relative effectiveness of granting over claiming may be that claiming requires a degree of credibility which the coach (again, a trained research associate) had not attained with the participants. Other findings pertain to: (1) the unique variance that independent measures of coach- and coachee-relevant structure schemas contribute to models predicting information processing and goal commitment, (2) the importance of identifying the type or focus of coachee information processing, and (3) the role that psychological mindedness may play in characterizing a more "coachable" coachee. Implications include: (1) measuring coachees' coaching structure schemas, (2) intentionally encouraging a more appropriate schema, (3) measuring coachees' psychological mindedness prior to coaching, and (4) dynamically monitoring coachees' schema and their information processing in order to assure better coaching effectiveness. Future researchers should explore ways to enact these implications and also to further explore the theoretical components of these practical implications, such as: (1) measurement methods for better assessing coaching schemas and information processing, (2) what the ideal timings are for different kinds of coaching schemas, and (3) different ways to encourage maximally adaptive and appropriate coaching structure schemas.