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Swerve : a memoir of identity in three American high schoolsVliet, Sasha Marie 23 January 2012 (has links)
This dissertation is an ethnographic study of nine different students in three American public high schools, their experimentation with alcohol and drugs, and their respective processes of identity formation. While much work has done to establish the relevant and various paths towards finding identity in the American adolescent and in the fields of American education, public schooling, and youth culture, this work attempts to offer a specific presentation of what the path towards finding identity looks like in the American classroom for students who also experiment with alcohol and drugs. The nine students are presented in this work via three different category types of identity formations: Creativity Through Chemical, Charisma Through Chemical, and Challenge Through Chemical. The presentation of the students is ethnographic in nature given the various strengths and attributes of the ethnographic approach. The classroom is a valuable location for establishing a unique perspective on adolescent self-expression, a place where students’ projections and the perceptions of others are intertwined. What students experience in the classroom as a group and individually is a meaningful element to their evolving identities. This work establishes the significance of these experiences in conjunction with the students’ experimentation with alcohol and drugs. Adolescence, as a period for young people of identifying with group culture and as an individual while differentiating between right and wrong is a significant developmental phase. This work acknowledges the communities in which these students are engaged, their respective high school communities, the relevant details of each classroom, and explicates the details of their processes of identity formation for these nine students within the context of their classroom cultures. / text
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Communal Formations: Development of Gendered Identities in Early Twentieth-Century Women’s PeriodicalsMonteiro, Emily Anne Janda 03 October 2013 (has links)
Women’s periodicals at the start of the twentieth-century were not just recorders but also producers of social and cultural change. They can be considered to both represent and construct gender codes, offering readers constantly evolving communal identities. This dissertation asserts that the periodical genre is a valuable resource in the investigation of communal identity formation and seeks to reclaim for historians of British modernist feminism a neglected publication format of the early twentieth century. I explore the discursive space of three unique women’s periodicals, Bean na hÉireann, the Freewoman, and Indian Ladies Magazine, and argue that these publications exemplify the importance of the early twentieth-century British woman’s magazine-format periodical as a primary vehicle for the communication of feminist opinions.
In order to interrogate how the dynamic nature of each periodical is reflected and reinforced in each issue, I rely upon a tradition of critical discourse analysis that evaluates the meaning created within and between printed columns, news articles, serial fiction, poetry, and short sketches within each publication. These items are found to be both representative of a similar value of open and frank discourse on all matters of gender subordination at that time and yet unique to each community of readers, contributors and editors. The dissertation then discusses the disparate physical, political, and social locations of each text, impact of such stressors on the periodical community, and the relationships between these three journals. Ultimately, I argue that each journal offers a unique model of contested feminist identity specific to the society and culture from which the periodical arises, and that is established within editorial columns and articles and practiced within the figurative space of poetry and fiction selections in each journal.
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Disclosure and Nondisclosure in Clinical Supervision: Negotiation of the Learning/Vulnerability ParadoxLeary, Vanessa Jayne 22 August 2018 (has links)
No description available.
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An Ecological Examination of Ego and Ethnic Identity Formation Within Second Generation Korean-AmericansIm, Janice H. 02 June 1999 (has links)
Investigation of first and second generation Korean-American ego and ethnic identity formation was explored through semi-structured, in-depth interviews. Seventeen self-identified Korean-American young adults, aged twenty-one to twenty-nine, were asked to describe their identity development within Bronfenbrenner's five ecological realms. Grounded theory methodology was used to link Erikson's theory of identity formation (1968) with Bronfenbrenner's Theory of Ecology (1979). Unlike Erikson's prescribed identity crisis for adolescents, Korean-Americans were found to delay their identity exploration until college or young adulthood when they were able to gain geographical and emotional distance from their parents. This was found to be primarily due to Korean culture's emphasis on three main areas--importance of family, respect for elders, and strive for excellence--which served to reinforce collective identity with one's family along with strong parental authority, which inhibited deviation from parental expectations. Subsequently, Korean-American ego identity was found to be significantly influenced by parental adherence to Korean culture. Furthermore, Korean-Americans during adolescence were found to marginalization their Korean culture, due to experiences of discrimination and prejudice from American peers. Depending on the degree of experienced prejudice and discrimination from American peers along with degree of socialization and exposure to other Koreans, Korean-Americans' ethnic identity either proceeded in stages or became fluid, where their ethnic identity changed depending on the environment . / Master of Science
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Identity and Language Use in Adolescent Latina/o LiteratureVismara, Meghan Lynn 16 March 2018 (has links)
This thesis examines how characters in adolescent Latina/o literature use and reflect on both English and Spanish languages, bilingualism and how language use informs a character’s identity. In this thesis a particular emphasis is placed on code switching as a literary device in adolescent Latina/o literature. Investigations on code switching point to this, that many authors use code switching as a way for authors and characters to show the difficulties of living between two cultures. I examined the works of three accomplished authors of Latina/o adolescent in this investigation: Benjamin Alire Sáenz’s Aristotle and Dante Discover the Secrets of the Universe (2012), Julia Álvarez’s Before We Were Free (2002) and the Tía Lola Series (2009), and Pam Muñoz Ryan’s Esperanza Rising (2004) and Echo (2015). The struggle to find one’s identity as an immigrant in the United States can emotionally compare to the struggle of an adolescent trying to balance their struggles of identity and this similarity of identity definition can be seen in all of these works. I argue that these authors use code switching and discussions on bilingualism as a device that helps articulate the exploration of the protagonist's search for identity into adulthood. Code switching and bilingualism are used to juxtapose the childhood and adult stages of the characters. These serve as ruptural elements that defy the generation of the parents and the cultural expectations. Code switching further serves as a mechanism through which protagonists reject and accept aspects of their identity development, from homosexuality to economic status. In a parallel way, I explore the importance of adolescent Latina/o literature as a referential axis for Latina/o youth in their process of development. This genre plays a role in development by showing strong, non-stereotypical characters who can help shape Latina/o identity for the next generation in the United States. Because adolescence is the stage in life where the individual goes through a time of questioning identity and development, this thesis shows that adolescent Latina/o literature may be best suited to show the process of growing up as compared to mainstream adolescent literature and gives a concrete metaphor for the challenges that many adolescents face. / Master of Arts / This thesis examines the importance of language use in adolescent Latina/o literature through three different authors of this genre: Benjamin Alire Sáenz, Julia Álvarez, and Pam Muñoz Ryan. It focuses most especially on how code switching or inserting Spanish in predominantly English texts is used by these authors to show the process of identity formation that happens during adolescence.
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Legal professional identity formation and the representation of legal professionals in classroom talk.Humby, Tracy-Lynn 20 September 2012 (has links)
The
focus
of
this
study
is
the
formation
of
legal
professional
identity
and
the
manner
and
extent
to
which
representations
of
legal
professionals
in
classroom
talk
could
feature
in
and
be
studied
as
part
of
this
process.
Eclipsed
for
many
years
by
the
need
to
teach
students
to
‘think
like
lawyers’,
professional
identify
formation
is
increasingly
acknowledged
as
a
legitimate
concern
of
legal
educationalists.
This
entails
expanding
the
sphere
of
legal
education
beyond
the
cognitive
aspects
of
the
discipline
of
law
to
encompass
inculcation
of
the
purposes
and
values
of
the
profession
but
also,
more
broadly,
an
appreciation
of
the
forms
of
power
legal
professionals
exercise,
the
forms
of
work
they
undertake,
the
relationships
they
establish
and
maintain,
and
the
social
profile
of
the
profession
they
advocate
for
or
accept.
The
study
assumes
an
understanding
of
legal
professional
identity
formation
as
a
pervasive
and
implicit
process
of
socialization
that
occurs
irrespective
of
whether
professional
identity
has
been
posited
as
a
particular
pedagogical
object
or
not.
It
puts
forward
the
thesis
that
representations
of
legal
professionals
in
classroom
talk
constitute
part
of
the
socialization
process.
It
presents
a
theoretical
model
for
understanding
the
significance
of
such
representations
in
processes
of
identity
formation,
linking
them
to
an
understanding
of
‘identity
regulation’
that
revolves
around
the
concepts
‘role’
and
‘discourse’.
It
further
invokes
the
resources
of
critical
discourse
analysis
and,
in
particular,
the
work
of
Van
Leeuwen,
to
develop
a
set
of
appropriate
analytical
codes
modeled
on
key
elements
of
social
practice
for
analyzing
representational
meanings
relating
to
legal
professionals
in
classroom
talk.
The
development
of
the
codes
is
undertaken
through
an
iterative
process
that
engages
with
a
complete,
verbatim
transcription
of
classroom
talk
in
an
introductory
six-‐month
course
on
law
at
a
tertiary
institution.
The
study
concludes
that
a
discursive,
analytical
approach
to
studying
representational
meanings
relating
to
legal
professionals
in
classroom
talk
and,
in
particular,
a
micro-‐discursive
point
of
entry
modeled
on
key
elements
of
social
practice,
is
useful
and
appropriate
for
apprehending
the
richness
of
the
representational
meanings.
Such
an
approach
allows
for
a
grounded
identification
of
themes
that
can
then
be
compared
to
claims
made
in
the
literature
on
legal
professionalism
and
the
teaching
of
legal
ethics.
It
also
concludes
that
because
the
representation
of
legal
professionals
in
classroom
talk
overlaps
with
the
power
relations
of
the
classroom,
they
should
be
regarded
as
a
significant
source
of
identity
regulation
and
thus
used
in
a
manner
that
is
both
reflective
and
constructive.
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Narcissism and self-enhancement: Self-presentation, affect, and the moderating role of contingencies of self-worth.Collins, David Russell, David.Collins2@mh.org.au January 2006 (has links)
Narcissists typically present themselves in self-enhancing ways to gain validation (through positive social appraisals) of grandiose, yet uncertain self-views. Using e-mail, Studies 1 and 2 investigated several intra- and interpersonal variables that may influence narcissists� self-presentational behaviour. University students rated themselves on self domains requiring either external validation (e.g., attractiveness) or internal validation (e.g., morality), after being randomly assigned to be either accountable or non-accountable to an evaluative audience for their self-ratings (Study 1), to present their self-ratings to either a single or multiple person evaluative audience (Study 2), and to expect to present their self-ratings to either a high or low status evaluative audience (Studies 1 and 2). Results suggested that when degree of external self-worth contingency (Crocker & Wolfe, 2001) was high, narcissists were insensitive to strategic self-presentational requirements, presenting themselves in a typically self-enhancing manner on external domains when accountable and when presenting to a multiple person audience. Non-narcissists showed more contextual sensitivity when degree of external self-worth contingency was high, and were more modest when these social contextual variables were present. Participants in Study 3 were given bogus positive or negative personality feedback on either their moral virtue or competitive spirit. Narcissists reported greater anger after receiving negative feedback, while also responding to negative feedback with inflated self-presentations. A key finding was that the combination of a high degree of self-worth contingency and negative feedback resulted in increases in self-reported depression and drops in state self-esteem in narcissists. Results suggest that narcissists are chronically vigilant for self-enhancement opportunities, but may be insensitive to social constraints and norms in their efforts to construct their grandiose identities. Narcissists are especially vigilant for self-enhancement opportunities on contingent domains, yet when negative feedback is received in these domains where self-worth is staked, depression and lowered self-esteem may result.
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Breaking the Bell Jar? Femininity in Virginia Woolf’s To The Lighthouse and Sylvia Plath’s The Bell JarVikman, Jonna January 2010 (has links)
<p>This essay focuses on female identity formation in patriarchal society in Virginia Woolf’s <em>To The Lighthouse </em>and Sylvia Plath’s <em>The Bell Jar</em>. Both authors portray female characters who struggle with the normative gender identity. As the novels represent different eras and locations, the two characters examined in this essay, Woolf’s Lily Briscoe and Plath’s Esther Greenwood, have very little in common on the surface. However, both authors deliver similar feminist social criticism concerning the negative impact of patriarchal norms on female identity formation. This study analyzes some of these external constraints, or norms, and aims to prove that the two female characters’ ideas of womanhood and identity collide in a similar manner with those norms. Schachter’s study on identity constraints in identity formation and Sanchez and Crocker’s research on gender ideals work as the theoretical background in the study. The negative influence on Lily’s and Esther’s identity formation is similar since both characters live under a symbolical bell jar, unable to form their identity according to their own preferences. Patriarchal conventions remain a constant constraint and the two women keep struggling to find a balance between their own ideas and those of their societies. Both Lily and Esther grow to understand their own traits, desires and abilities in their respective stories, but fail to reach their preferred identity. Their resistance to adapt to gender conventions helps them to form a stronger identity, but it is an identity that remains profoundly and negatively influenced by the patriarchal norms of their societies.</p>
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Breaking the Bell Jar? Femininity in Virginia Woolf’s To The Lighthouse and Sylvia Plath’s The Bell JarVikman, Jonna January 2010 (has links)
This essay focuses on female identity formation in patriarchal society in Virginia Woolf’s To The Lighthouse and Sylvia Plath’s The Bell Jar. Both authors portray female characters who struggle with the normative gender identity. As the novels represent different eras and locations, the two characters examined in this essay, Woolf’s Lily Briscoe and Plath’s Esther Greenwood, have very little in common on the surface. However, both authors deliver similar feminist social criticism concerning the negative impact of patriarchal norms on female identity formation. This study analyzes some of these external constraints, or norms, and aims to prove that the two female characters’ ideas of womanhood and identity collide in a similar manner with those norms. Schachter’s study on identity constraints in identity formation and Sanchez and Crocker’s research on gender ideals work as the theoretical background in the study. The negative influence on Lily’s and Esther’s identity formation is similar since both characters live under a symbolical bell jar, unable to form their identity according to their own preferences. Patriarchal conventions remain a constant constraint and the two women keep struggling to find a balance between their own ideas and those of their societies. Both Lily and Esther grow to understand their own traits, desires and abilities in their respective stories, but fail to reach their preferred identity. Their resistance to adapt to gender conventions helps them to form a stronger identity, but it is an identity that remains profoundly and negatively influenced by the patriarchal norms of their societies.
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Lithuanians in the Shadow of Three Eagles: Vincas Kudirka, Martynas Jankus, Jonas Šliūpas and the Making of Modern LithuaniaPerrin, Charles C 01 July 2013 (has links)
The Lithuanian national movement in the late nineteenth and early twentieth centuries was an international phenomenon involving Lithuanian communities in three countries: Russia, Germany and the United States. To capture the international dimension of the Lithuanian national movement this study offers biographies of three activists in the movement, each of whom spent a significant amount of time living in one of the three “parts” of the Lithuanian nation: Vincas Kudirka, Martynas Jankus and Jonas Šliūpas. The biographies focus on the following questions. To what extent did each of the three activists assimilate into a “foreign” (i.e., non-Lithuanian) culture and was this a voluntary process? How did they free themselves from foreign cultural dominance? How did they understand nationality in general and Lithuanian nationality in particular? What goals did they incorporate into their nationalist agendas? What causes of anti-Semitism and philosemitism can be identified by analyzing their discourse about Jews? The conclusion puts the answers to some of these questions into comparative perspective. This study uses published and archival sources in seven languages from libraries and archives in seven countries—some of which have never been used before. It is the first to use the unpublished typescript of Jonas Šliūpas’ 1942 autobiography, which, until recently, was unavailable to researchers.
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