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Relevant bibliographies by topics / Racial Identity Development Theory

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Academic literature on the topic 'Racial Identity Development Theory'

Author: Grafiati

Published: 6 July 2021

Last updated: 1 February 2022

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Journal articles on the topic "Racial Identity Development Theory"

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Thompson, Chalmer E. "Helms's White Racial Identity Development (WRID) Theory." Counseling Psychologist 22, no. 4 (October 1994): 645–49. http://dx.doi.org/10.1177/0011000094224010.

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Williams, Marlene G., and Jioni A. Lewis. "Developing a Conceptual Framework of Black Women’s Gendered Racial Identity Development." Psychology of Women Quarterly 45, no. 2 (February 11, 2021): 212–28. http://dx.doi.org/10.1177/0361684320988602.

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Previous research has identified contextual factors that influence gendered racial identity development among Black women. Less is known about the specific process of Black women’s gendered racial identity development and the meaning Black women ascribe to their gendered racial identity. In the current study, we sought to identify phases of this process and the types of gendered racial ideologies that Black women endorse during their identity development. Drawing on intersectionality and Black feminist theory, we analyzed the data to center these findings within the unique sociocultural context of Black women’s experiences. A total of 19 Black women at a large, predominantly White Southeastern public university participated in semi-structured individual interviews about their gendered racial identity development. Using constructivist grounded theory to guide our data analysis, we found four phases of the developmental process (hyperawareness, reflection, rejection, and navigation), each of which was influenced by various factors unique to Black women’s intersectional experiences. We also found six gendered racial ideologies (assimilation, humanist, defiance, strength, pride, and empowerment), which represent Black women’s values, beliefs, and attitudes toward their gendered racial identity. We found that Black women utilized aspects of their gendered racial identity in ways to protect themselves from gendered racism and intersectional oppression. Researchers, practitioners, educators, and policy makers can utilize this conceptual framework to increase their critical awareness of the complexity of Black women’s gendered racial identity development.

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Moradi, Bonnie. "Advancing Womanist Identity Development." Counseling Psychologist 33, no. 2 (March 2005): 225–53. http://dx.doi.org/10.1177/0011000004265676.

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Scholars have called for increased attention to within-group variability in models and measures of identity development. As a step toward responding to these calls, the current review focuses on the womanist identity development model as a model of gender-related identity development that has been argued to be applicable to women across racial/ethnic, class, and other groups. The review provides an introduction to the womanist identity development model and its operationalization, critically analyzes literature on the model and its measurement, and explores directions for further development of womanist identity development theory and research.

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Hayes, Michael T. "A Journey through Dangerous Places: Reflections on a Theory of White Racial Identity as Political Alliance." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 15–30. http://dx.doi.org/10.2304/ciec.2001.2.1.5.

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In this article, the author develops a theory of white racial identity as a political alliance. He argues that a racial identity is inherently a social relationship that is immersed in institutional and everyday power arrangements and that formulating a racial identity is an inherently political process that involves the articulation of politically committed relationships, which are alliances. Using examples from academic literature and personal experience, the author illustrates how racial identity is articulated within the constant tension between historical and institutional structures and human agency. The implications are twofold. First, whites must acknowledge and take responsibility for the historically derived systems of privilege that place them into alliances with each other. Second, whites must also understand that reformulating a racial identity entails the development of social relationships that, because they are racial in nature, are inherently political. This means that constructing a white racial identity is a form of political action that requires a conscious effort to develop an anti-racist identity that embraces the possibility and need for social justice.

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Sladek, Michael R., Adriana J. Umaña-Taylor, Grace Oh, Mary Beth Spang, Liliana M. Uribe Tirado, Luz M. Tilano Vega, Elana R. McDermott, and Kristia A. Wantchekon. "Ethnic-racial discrimination experiences and ethnic-racial identity predict adolescents’ psychosocial adjustment: Evidence for a compensatory risk-resilience model." International Journal of Behavioral Development 44, no. 5 (March 19, 2020): 433–40. http://dx.doi.org/10.1177/0165025420912013.

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Theory and empirical evidence indicate that ethnic-racial discrimination serves as a risk factor for adolescents’ psychosocial adjustment, whereas ethnic-racial identity (ERI) development promotes positive youth adjustment and can mitigate the negative outcomes of discrimination-related risk. In Colombia, the legacies of an ethnic-racial hierarchy, mestizaje ideology (i.e., the assumption that everyone is racially mixed), and contemporary multiculturalism education reforms create a unique context for understanding adolescents’ experiences of ethnic-racial discrimination, ERI development, and their implications for psychosocial adjustment. In this study of Colombian adolescents ( N = 462; Mage = 15.90 years; 47.3% female), almost 40% of participants reported experiencing ethnic-racial-based discrimination. Experiencing more frequent ethnic-racial discrimination was associated with lower self-esteem and higher depressive symptoms, whereas higher ERI resolution (i.e., gaining sense of clarity about ethnic-racial group membership) and affirmation (i.e., feeling positively about ethnic-racial group membership) were associated with higher self-esteem and lower depressive symptoms. ERI exploration (i.e., learning history and gaining knowledge about ethnic-racial group membership) was also associated with higher self-esteem and moderated the association between discrimination and depressive symptoms, such that this association was stronger at higher compared to lower levels of ERI exploration. Findings provide novel evidence for ethnic-racial-related risk and resilience processes among Colombian youth.

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Wilson, Alex. "How We Find Ourselves: Identity Development and Two Spirit People." Harvard Educational Review 66, no. 2 (July 1, 1996): 303–18. http://dx.doi.org/10.17763/haer.66.2.n551658577h927h4.

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Psychological theorists have typically treated sexual and racial identity as discrete and independent developmental pathways. While this simplifying division may make it easier to generate theory, it may also make it less likely that the resulting theory will describe people's real-life developmental experiences. In this article, Alex Wilson examines identity development from an Indigenous American perspective, grounded in the understanding that all aspects of identity (including sexuality, race and gender) are interconnected. Many lesbian, gay and bisexual Indigenous Americans use the term "two-spirit" to describe themselves. This term is drawn from a traditional worldview that affirms the inseparability of the experience of their sexuality from the experience of their culture and community. How can this self-awareness and revisioning of identity inform developmental theory? The author offers personal story as a step toward reconstructing and strengthening our understanding of identity.

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Holcomb-McCoy, Cheryl. "Ethnic Identity Development in Early Adolescence: Implications and Recommendations for Middle School Counselors." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900204.

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The influence of ethnic identity development on adolescents’ achievement, self-concept, and behaviors has been reviewed extensively in the literature. However, the role that school counselors play in enhancing middle school students’ ethnic identity development has received little attention. This article reviews the definition of ethnic identity and J. S. Phinney's (1992) model of adolescent ethnic identity development. J. E. Helms’ (1994) model of racial identity interaction theory is used as a basis for understanding how ethnic identity development may influence student-to-student and student-to-teacher interactions in middle schools. And finally, recommendations for middle school counselors are presented.

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Rieger, Alicja. "Making Sense of White Identity Development: The Implications for Teacher Education." Multicultural Learning and Teaching 10, no. 2 (September 1, 2015): 211–30. http://dx.doi.org/10.1515/mlt-2015-0009.

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AbstractThis article discusses an individualized narrative on a contribution that a White educator can add to the field of teacher education, in particular multicultural teacher education. Through sharing my individual life experiences with a process of moving from an invisible Whiteness (Clark & O’Donnell, 1999; Giroux, 1997; Helms, 1992) toward more advanced levels of multiracial and multicultural awareness, followed by a review of a theoretical model of Helms’ (1992) White Racial Identity Theory, I provide a space and a structured forum for engaging in a dialogue on the complex issues of race and Whiteness among teacher candidates.

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Thomas, Mary E. "‘I Think it's Just Natural’: The Spatiality of Racial Segregation at a US High School." Environment and Planning A: Economy and Space 37, no. 7 (July 2005): 1233–48. http://dx.doi.org/10.1068/a37209.

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In this paper I consider the performativity of racial identities and difference at a southern US high school. I utilize Butler's performativity theory along with geographic theories of race, racial difference, and racism to argue that teenage girls reinstate racial difference through their everyday spatial practices. The paper has two substantive sections in addition to the introduction and the conclusion. The first explores the segregated high school lunchroom. Here I examine two girls' narratives and suggest that these girls encounter the spatiality of racial difference in the lunchroom and repeat the practices of segregated sitting. Thus, they reinscribe racialized difference and identity through their spatial practices of sitting with same-race friends. The second substantive section focuses on girls' practices of identifying others' racial identities. In this section I argue that these identifications are spatialized and that racial difference and categorization are achieved through spatial policing and boundary making. Throughout the paper I argue that racial identity and racial difference are performative, but that performativity must account for the normative spatiality of social and racial practice.

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Tatum, Beverly. "Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom." Harvard Educational Review 62, no. 1 (April 1, 1992): 1–25. http://dx.doi.org/10.17763/haer.62.1.146k5v980r703023.

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The inclusion of race-related content in college courses often generates emotional responses in students that range from guilt and shame to anger and despair. The discomfort associated with these emotions can lead students to resist the learning process. Based on her experience teaching a course on the psychology of racism and an application of racial identity development theory, Beverly Daniel Tatum identifies three major sources of student resistance to talking about race and learning about racism, as well as some strategies for overcoming this resistance.

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Dissertations / Theses on the topic "Racial Identity Development Theory"

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Williams, Nicole V. "Racial Identity Development in Prospective Teachers: Making Sense of Encounters with Racism." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280329565.

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Coleman, Maame. "A GROUNDED THEORY ANALYSIS OF BLACK AFRICAN INTERNATIONAL STUDENTS’ RACIAL IDENTITY DEVELOPMENT." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1955.

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This study was designed to explore how Black African international students develop an understanding of their racial identity within the U.S. context. Although there has been considerable previous theoretical and empirical work examining the process of racial identity development (e.g. Cross, 1971; Sellers et al.1998), which has provided foundation for how we continue to understand how U.S. racial minorities develop their racial identities. However, there is a paucity of research on the racial identity development process of non-U.S. born Black people (Hocoy, 1999; Asante, 2012). Even less is known about the role that intersectionality of other identities plays in the racial identity development of non-U.S. Black groups. Thus, this study was intended to provide information about the racial identity development process within the U.S. context of Black African international students at Southern Illinois University Carbondale. Grounded Theory method was implemented in this study to analyze qualitative data from nine individual interviews. Findings highlight the complexity of navigating racial identity in a different cultural context. The final analysis revealed seven axial coding categories that comprised of 22 open-coding categories and subcategories. A Grounded Theory model emerged from the analysis, racial identity development as a flowing river, which depicts how participants developed their racial identity within the U.S. cultural context. These Black African international students’ racial identity development process was characterized by individual understanding of race, race-related incidents and events, constructivist nature of race, and impact of other group identities. At the center of the theoretical structure was the understanding of racial identity development as a journey, rather than a step-by-step process. Participants typically begun the process with the understanding of race within their home country context, and then gradually navigated how to adjust to the U.S. context of what it means to be Black. The process was like traveling down a flowing river, littered with rocks and ripples, and African identity served as a safe vessel in which to navigate the river’s flow. The study’s conclusions have implications for mental health providers in college counseling centers, international student office personnel, and researchers. Prior to providing services to Black African international students, stakeholders are encouraged to be mindful of the personal and cultural needs of individual students, as well as where they might be in their racial identity development journey.

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Pettis, Shardé B. M. A. "Is Knowledge of (Normative) Racial Identity Development Necessary?: White Transracial Adoptive Parents' Intentions to Promote Black Adoptees’ Racial Identity." Xavier University Psychology / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1617055421189483.

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Ashlee, Aeriel A. "Neither, Nor, Both, Between: Understanding Transracial Asian American Adoptees' Racialized Experiences in College Using Border Theory." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981659086.

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Oesterle, Heidi. "International adoption : cultural socialization and identity development." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1672.

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Samuels, Amy Jo. "Negotiating Race-Related Tensions: How White Educational Leaders Recognize, Confront, and Dialogue about Race and Racism." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4760.

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Despite exposure of educational disparities for students of color, as well as the notion that educational training rarely discusses race and racism, there continues to be a lack of discourse on race, racism, and anti-racism in educational leadership. Subsequently, it is important to challenge deficit thinking and encourage further examination of the deeply-rooted foundation of oppression. The study explored personal narratives of white educational leaders who oppose racial inequity to heighten awareness about conceptualizations of race, racism, and anti-racism. The research involved interviewing educational leaders in three groups: 1) aspiring, 2) currently-practicing, and 3) recently-retired. Eight participants were selected to engage in two semi-structured interviews about their experiences aligned with the following research questions: 1) How do white educational leaders frame the impact of race and racism? and 2) How do white educational leaders describe their perceptions and experiences recognizing, confronting, and dialoguing with others about race and racism? The findings revealed commonalties about the subtle nature of racism, as well as how to confront racism through thoughts and actions. While participants considered dialogue beneficial in their own awareness of race and racism, the lack of venues to dialogue were emphasized. The findings suggest implications for further contextualizing negotiations of race-related tensions and framing the impact of race and racism, particularly in relation to creating purposeful spaces and relationships to encourage such dialogue. Additionally, interpretation of the findings adds insight to further conceptualizing racial identity models and anti-racism.

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Carlovici, Corina. "Analyzing Freedom Writers : An analysis of the depiction of race in the film Freedom Writers and how using such films adds to student knowledge, values and attitudes." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104494.

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The aim of this thesis is to analyze how the film Freedom Writers, released in 2007 anddirected by Richard LaGravenese, reflects on the topic of racism. The analysis is based on twoof the key tenets of Critical Race Theory, “Whiteness as Property” and “Commitment to SocialJustice”, which are used as analytical tools. Furthermore, the analysis also includes RacialIdentity Development Theory, which represents different stages of development as people beginto define themselves in relation to others. This thesis further evaluates pedagogical implicationsin connection to the analysis of Freedom Writers and Critical Race Theory. The results showthat racism is depicted in Freedom Writers through the concept of Whiteness as Property, andthe differences between white characters and characters of color are significant due to theirdifferent views on social justice. In addition, the results show that Freedom Writers may serveas a thought-provoking resource to use in the Swedish EFL classroom to create awareness aboutand discuss the importance of aspects such as racism, empowerment, and social justice in theworld and with regard to the students’ own knowledge.

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Geiger, Karen Audrey. "Cross-Race Relationships as Sites of Transformation: Navigating the Protective Shell and the Insular Bubble." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1289853182.

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Stachowicz, Tamara L. "Melungeon Portraits: Lived Experience and Identity." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1382444721.

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Martinez, Lorraine J. "Affective correlates of white racial identity development /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9070.

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Books on the topic "Racial Identity Development Theory"

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Tatum, Beverly Daniel. Racial identity development and relational theory: The case of black women in white communities. Wellesley, MA: The Stone Center, Wellesley College, 1993.

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Fhagen-Smith, Peony. Mixed ancestry racial/ethnic identity development (MAREID) model. Wellesley, MA: Center for Research on Women, 2003.

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New perspectives on racial identity development: Integrating emerging frameworks. 2nd ed. New York: New York University Press, 2012.

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Solomon, Rovell Patrick. Teacher candidates' racial identity development and its impact on learning to teach. [Toronto]: Canadian Race Relations Foundation = Fondation canadienne des relations raciales, 2001.

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Götz, Norbert. Communication and instrumentalization: On a theory of sustainable development of collective identities. Berlin: Humboldt-Universität zu Berlin, 1997.

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Jones, Iona Mahima. Unfinished business: The development of racial(ised) identity in people of mixed parentage. [s.l.]: typescript, 1999.

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1945-, Bosma Harke, ed. Identity and development: An interdisciplinary approach. Thousand Oaks, Calif: Sage Publications, 1994.

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Josselson, Ruthellen. Finding herself: Pathways to identity development in women. USA: Jossey-Bass, 1987.

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Finding herself: Pathways to identity development in women. San Francisco: Jossey-Bass, 1987.

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Zotov, V. D. The Marxist-Leninist theory of society: Identity and diversity of social development in the West and East. Moscow: Progress, 1985.

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Book chapters on the topic "Racial Identity Development Theory"

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Porter, Christa J. "Students’ Racial Identity Development." In Case Studies for Student Development Theory, 23–38. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429465611-3.

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Robinson, Lena. "Racial/Ethnic Identity Development." In Cross-Cultural Child Development for Social Workers, 36–81. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-13415-8_3.

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Kleinman-Fleischer, Beth. "White Racial Identity Development." In Encyclopedia of Cross-Cultural School Psychology, 1038–40. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_450.

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Owens, Celeste. "Black Racial Identity Development." In Encyclopedia of Cross-Cultural School Psychology, 165–67. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_47.

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Yip, Tiffany, Sara Douglass, and Robert M. Sellers. "Ethnic and racial identity." In APA handbook of multicultural psychology, Vol. 1: Theory and research., 179–205. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14189-010.

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English-Clarke, Traci L., Diana T. Slaughter-Defoe, and Danny B. Martin. "What Does Race Have to Do with Math? Relationships between Racial-Mathematical Socialization, Mathematical Identity, and Racial Identity." In Racial Stereotyping and Child Development, 57–79. Basel: S. KARGER AG, 2012. http://dx.doi.org/10.1159/000336279.

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Adams, Valerie N., and Howard C. Stevenson, Jr. "Media Socialization, Black Media Images and Black Adolescent Identity." In Racial Stereotyping and Child Development, 28–46. Basel: S. KARGER AG, 2012. http://dx.doi.org/10.1159/000336272.

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Bussey, Kay. "Gender Identity Development." In Handbook of Identity Theory and Research, 603–28. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7988-9_25.

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Mirpuri, Sheena, and Tiffany Yip. "Intergroup Contact and Ethnic/Racial Identity Development." In The Wiley Handbook of Group Processes in Children and Adolescents, 47–66. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118773123.ch3.

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Matwyshyn, Andrea M. "Social Media, Privacy and Identity. Commentary on Adams and Stevenson." In Racial Stereotyping and Child Development, 55–56. Basel: S. KARGER AG, 2012. http://dx.doi.org/10.1159/000336277.

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Conference papers on the topic "Racial Identity Development Theory"

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Mizgulina, Mariya, Grigory Misochko, and Vladlena Fedianina. "Self-study book of the Japanese Language: theory and practice of development." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0640.

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Bratanović, Edita. "Development Of Female Identity In A Complex Racial And Social Framework In Toni Morrison’s Novels:The Bluest Eye And Sula." In Global Conference on Women’s Studies. Acavent, 2020. http://dx.doi.org/10.33422/womensconf.2020.12.125.

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Mahmood, Nada, and Ali Mohsen al- Khafaji. "Regionalism theory: Complementary relationship between technology and space to satisfy the identity." In Proceedings of the 1st International Multi-Disciplinary Conference Theme: Sustainable Development and Smart Planning, IMDC-SDSP 2020, Cyperspace, 28-30 June 2020. EAI, 2020. http://dx.doi.org/10.4108/eai.28-6-2020.2298135.

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ČIULDĖ, Edvardas, and Asta STEIKŪNIENĖ. "THE COUNTERPOINT OF EARTH AND WORLD MEANINGS IN THE NATIONAL IDENTITY’ EXPRESSION." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.223.

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The meanings of the earth and the world can be associated with issues of national identity. In the article, the issues of fostering national identity are discussed in the context of M. Heidegger's philosophy‘s outlook on a land and world disputes. The article tries to define how much a nation can be an object of scientific cognition. Understanding the nation as a resistance to limiting objectification is a methodological background to the development of the topic, which obliges the philosophical interpretation of the problem to be trusted, at least as a scientific reduction of the problem. Sketches of the earth and the world we use as a kind of catalysts of intellectual imagination and methodological guides. The main aim of the article is the attempt to analyze the conditions of the expression of the national identity in terms of both the subject matter and the non-objective reflection, where different approaches complement each other (what we call by the term "counterpoint", borrowed from the theory of music). The collision of national identities through Martin Heidegger's typology of images has not been examined before. There are also discussed the untapped reserves for nurturing Lithuanian identity - both spiritual and economic. The aim is to refine the political awareness of the Public Treaty model raised by the Enlightenment thinkers. Land is an important factor in the economic development of a so ciety and the object of economic exploitation, but, more importantly, it is a standpoint in establishing and maintaining the nation's vitality. The dispute between the earth and the world which foster the thesis of national identity acquires the essence of the truth of being.

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Phiri, Jackson, and Tiejun Zhao. "Identity attributes quantitative analysis and the development of a metrics model using text mining techniques and information theory." In 2010 IEEE International Conference on Information Theory and Information Security (ICITIS). IEEE, 2010. http://dx.doi.org/10.1109/icitis.2010.5689588.

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Siddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha, and Farrokh Mistree. "Fostering Innovation Through Experiential Learning." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.

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Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. The University of Oklahoma’s Formula SAE (Society of Automotive Engineers) Racing team is highly ranked in the U.S. and world. We are in the early stages of designing, implementing, and testing a four course curriculum, around the FSAE race car, that fosters meaningful learning, innovation, systems level thinking, and the attainment of career-sustaining skills as a result of authentic experiences. We plan to identify the activity features that match with the theoretical frameworks of innovation, match them to the professional competencies, translate the events from extracurricular to curricular activities, and assess their effects on student learning and development in four technical courses our curriculum. With a view to stimulating discussion, in this paper, we highlight some of the salient features of our plan and some issues that warrant further investigation.

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Boyazitova, I. V. "The development of subjectivity as a basic construct of personal identity formation at student age." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.405.418.

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The article presents the results of the study of factors, patterns and conditions for the formation of personal identity in student age. The conceptual provisions of the theory of integral individuality of V. S. Merlin, the integrative psychology of development of V. V. Belous and I. V. Boyazitova, the conceptual model of the personal potential of D. A. Leontiev served as the methodological basis for the study of subjectivity as the basic construct of the formation of personal identity among students. The article reveals the features of the development of subjectivity with different status of personal identity, the specifics of the relationship of personal identity with the properties of personal and socio-psychological levels of subjectivity at the student age. It is experimentally proved that the status of personal identity at the student age is determined by the development of multi-level properties of subjectivity, but to a greater extent is due to the development of properties that characterize psychological stability and self-regulation of a person. For the first time, the results are presented that reveal the patterns of achieving personal identity. The article describes the technology of implementing psychological support for the development of subjectivity as a basic condition for achieving a stable personal identity, aimed at forming the ability to understand and build a life perspective, to make independent conscious choices, developing moral stability and moral and ethical responsibility, teaching skills of confident behavior and active response to social changes in the student age. The results of the research can be used in the practice of psychological services of the University in the development of programs for the formation of a stable personal identity, the development of subjective activity, in the process of providing individual and group counseling during the period of adaptation to training and professional training crises.

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Osipov, Maksim. "CRUELTY TO ANIMALS OF MINOR AS A STAGE OF PERSONALITY FORMATION WITH A VIOLENT ORIENTATION." In Law and law: problems of theory and practice. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02033-3/224-233.

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The article devoted to the study formations the identity of the criminal like. Animal cruelty is considered one of the violent stages of formations, directions personalities. The author analyzes the relationship between the stages of formation of the criminal’s personality in order to for the development of preventive measures.

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Bergstrom, Laura, Johan Frojdman, Kaj J. Grahn, Jonny Karlsson, and Goran Pulkkis. "Host Identity Protocol (HIP) as a Virtual Learning Object." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3202.

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This paper presents a virtual learning environment for HIP (Host Identity Protocol). HIP is a potential future Internet protocol currently under research. The main idea with HIP is the separation between the location and identity information by introducing a new cryptographic name space, called Host Identity (HI). This feature provides enhanced network security as well as easy management of mobility and multi-homing. Overviews of the basic features and implementations of HIP are included in the paper. A technical description of HIP, including a survey of specifications and details about the functionality of the protocol, is included in an appendix. The HIP learning environment has been produced to serve both contact and distance education in advanced networking. The development of the learning environment is described. A list of topics that developers of a learning environment should think of when designing the user interface is presented based on a theory on the structure of human behaviour. This theory is included in an appendix. The chosen didactical approach, the structured animation of HIP features, and the graphical design of the learning platform are presented and motivated. The IT tools and infrastructure needed to implement and use the learning platform are also described.

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Guseynov, Aleksandr, and Viktoriya Shipovskaya. "Development of scientific images about radicalization of protest activity of personality." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-02.

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The analysis of theories and models of radicalization existing in psychology and sociology is given. The complexity and transitivity of the world, the emerging methodological trends in psychology, the change of postmodern discourse to metamodernism require new psychological approaches to a research of this phenomenon, which can take into account the role of cultural factors and anthropological turn, as well as space and time as ontological constants of reality. Theoretical: theoretical and methodological analysis of scientific literature, comparison, generalization, interpretation. The paper summarizes a number of empirical studies of the authors related to the problems of extremism. The goal is to consider the evolution of ideas about the radicalization of protest activity and substantiate the high relevance of the subject-being approach to explain the problem of extremism. The authors distinguish six main theories and models that reveal the nature of radicalization: the theory of anomy (R. Merton), the theory of "relative deprivation" (T. Garr), the concept of an authoritarian personality (A. Adorno), a model of social identity in collective activity (M. Van Zomeren ), the model of radicalization (R. Borum), the model of radicalization (F. Mohaddam). The authors note the demand for a metamodern methodological strategy, which makes it possible to record personal transformations and construct new images of a person. The authors come to the conclusion that the substantive differences in approaches lie in the influence quantity of external determinants causing the emergence of radical attitudes. In the development of the theme of extremism, the main ones are the principle of the unity of the personality and its being, the methodological principle of subjectivity and the principle of uncertainty, which reveal additional nuances of the phenomenon that increases cognitive capabilities. The conditions of the subject-being approach are considered and the concept of protest activity is presented, based on the notions of "existential personal identity", "subjective activity", "subjectivity", revealing the reasons for negative transformation of personality, considering extremism as a violation of the developing configuration of identity. The subject-being approach to the personality is recognized as the most efficient theoretical and methodological basis for researching this problem, since it allows us to overcome the deficiency of the content given by the deterministic interpretation of radicalization.

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Reports on the topic "Racial Identity Development Theory"

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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).

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Diversity & Inclusion End of Year Progress Report 2020. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003332.

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As a development institution, the IDB Group is committed to improving the lives of all people in Latin America and the Caribbean by providing the most innovative and pragmatic solutions to our Regions most pressing development challenges. We also understand that our human capital is our greatest asset and therein lies the key to our success. We believe that our diversity and not just visible diversity but diversity in experiences, perspectives and working styles is not only a large part of who we are but is deeply intertwined with how we leverage the multitude of differences in our workforce. We therefore understand that to deliver on our commitment to our clients, our differences must not just be tolerated or accepted but valued and embraced. We aim to be the workplace where all employees are given an opportunity to succeed regardless of how they identify and we strive to create a workplace culture that values diversity, equity, and inclusion, is unafraid to tackle those tough conversations about the obstacles which may impede progress in our agenda such as racism, disrespect, or discrimination in any form, and is prepared to address these issues.

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